Metacognition correlates with meta-awareness in the gradually increasing complexity group in Round 2, but not in the consistently high complexity group¶

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

Subclaims¶

q3 i3 In the gradually increasing complexity group, metacognitive regulation and knowledge each correlated positively with meta-awareness in Round 2 (r = 0.44). → Ines Zeitlhofer 2024 q3 i? No significant correlations between metacognition and meta-awareness appeared in the consistently high complexity group. → Ines Zeitlhofer 2024 (2)

Evidence¶

Ines Zeitlhofer 2024¶

Ines Zeitlhofer, Joerg Zumbach, Judith Schweppe. (2024). Complexity affects performance, cognitive load, and awareness. Learning and Instruction 94 (2024) 102001. https://doi.org/10.1016/j.learninstruc.2024.102001

q3 · i3 · causal · r2

Correlation analysis split by group in the N = 98 study found, in the gradually increasing complexity group, "moderate positive correlations" between both metacognition subscales and Round 2 meta-awareness, with printed correlation r = 0.44 (r(49), p < .02).

"The analysis revealed moderate positive correlations in the gradually increasing complexity group between metacognitive regulation and meta-awareness and between metacognitive knowledge and meta-awareness in Round 2 (r(49) = 0.44, p < .02)."

Ines Zeitlhofer 2024 (2)¶

Ines Zeitlhofer, Joerg Zumbach, Judith Schweppe. (2024). Complexity affects performance, cognitive load, and awareness. Learning and Instruction 94 (2024) 102001. https://doi.org/10.1016/j.learninstruc.2024.102001

q3 · i? · causal · r2

In the consistently high complexity group no significant correlations emerged between metacognitive regulation or knowledge and meta-awareness in any round; the authors suggest all learners there developed some meta-awareness regardless of metacognition level.

"For the consistently high complexity group, the findings indicated no significant relationships between metacognitive regulation and meta-awareness across all three rounds (Round 1: r(49) = 0.08, p < .60; Round 2: r(49) = 0.13, p < .37; post-test: r(49) = 0.04, p < .79)."

Discussion¶

Learner Variables¶

• Metacognition — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Consistently high complexity raises meta-awareness in Round 1 but not in later rounds — related
• Constantly high complexity lowers reported intrinsic cognitive load and metacognitive strategy use compared with gradually increasing complexity — related
• Consistently high task complexity yields faster immediate problem-solving than gradually increasing complexity, with no post-test difference — related
• Both metacognitive awareness dimensions correlate positively with deep approach and organized studying and negatively with an unreflective approach — related