Metacognitive knowledge scores increased cumulatively over time, and the time-by-ethnic-group interaction showed Han and Yao students followed different MCK development trends¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1–r2 · q3 · i3 large
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 The main effect of time on MCK was significant, indicating cumulative increase across the four measurements. → Mark Feng Teng 2024 q3 i3 The time-by-ethnic-group interaction on MCK was significant, indicating different development trends for Han and Yao students. → Mark Feng Teng 2024 (2)

Evidence¶

Mark Feng Teng 2024¶

Mark Feng Teng, Lawrence Jun Zhang. (2024). Ethnic minority multilingual young learners' longitudinal development of metacognitive knowledge and breadth of vocabulary knowledge. Metacognition and Learning. https://doi.org/10.1007/s11409-023-09360-z

q3 · i3 · associational · r1

Repeated-measures ANOVA across four annual MCK measurements in the longitudinal sample. The time main effect was significant: "F = 3356.249, p < 0.001, partial η2 = 0.938", showing MCK scores increased cumulatively from grade 3 to grade 6.

"The main effect of time was significant, F = 3356.249, p < 0.001, partial η2 = 0.938, indicating that the MCK scores increased with cumulative time."

Mark Feng Teng 2024 (2)¶

Mark Feng Teng, Lawrence Jun Zhang. (2024). Ethnic minority multilingual young learners' longitudinal development of metacognitive knowledge and breadth of vocabulary knowledge. Metacognition and Learning. https://doi.org/10.1007/s11409-023-09360-z

q3 · i3 · associational · r2

The omnibus time-by-ethnic-group interaction on MCK in the same ANOVA was significant: "F = 353.394, p < 0.001, partial η2 = 0.615", indicating divergent MCK growth trajectories for the two groups across the four measurements.

"The interaction of time*ethnic group was significant, F = 353.394, p < 0.001, partial η2 = 0.615, indicating that the Han and Yao students had different development trends in the four measurements."

Discussion¶

Related Claims¶

• For Han students, metacognitive knowledge followed a quadratic (accelerating) growth model while vocabulary breadth followed a linear growth model, and initially high vocabulary knowledge predicted faster later vocabulary growth
• Han students significantly outperformed Yao students in breadth of English vocabulary knowledge, with a significant time-by-group interaction in development patterns
• For Yao students, both metacognitive knowledge and vocabulary breadth were best described by linear growth models with significant intercepts and slopes — related
• Han students' metacognitive knowledge scores were significantly higher than Yao students' at each of four annual measurements from grade 3 to grade 6 — related