Mental effort correlates negatively with self-assessments regardless of whether learners receive up-front cue information¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 In Experiment 1, mental effort and self-assessments correlated negatively in both cue-informed and non-informed groups (r = − 0.29 and r = − 0.27), and the two correlations did not differ significantly. → Waldeyer 2024

Evidence¶

Waldeyer 2024¶

Waldeyer, J., Endres, T., Roelle, J., Baars, M., & Renkl, A. (2024). How to Optimize Self-Assessment Accuracy in Cognitive Skill Acquisition When Learning from Worked Examples. Educational Psychology Review, 36, 103. https://doi.org/10.1007/s10648-024-09944-4

q3 · i2 · causal · r2

Experiment 1 correlational analysis (N = 129) testing whether learners used cognitive load as a self-assessment cue. A "statistically significant negative correlation between mental effort and self-assessments" appeared in both groups (r = − 0.29 and r = − 0.27); a Fisher's z-test showed the correlations did not differ (z = 0.17, p = 0.431).

"For both learners with and without cue information before problem-solving, there was a statistically significant negative correlation between mental effort and self-assessments, r = − 0.29, p = 0.012, and r = − 0.27, p = − 0.048."

Discussion¶

Related Claims¶

• Informing learners about the to-be-monitored cue before problem-solving did not affect mental effort or problem-solving performance (Experiment 1) — related
• The relationship between invested mental effort and self-assessed understanding is weak and inconsistent, with most correlations non-significant and mixed directions — related