Metacognition positively affects the use of all four study strategies, with medium effects on metacognitive, deep cognitive and resource management strategies and a small effect on surface strategies¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Metacognition had medium-sized effects on metacognitive (β=.41), deep cognitive (β=.39) and resource management (β=.38) strategies and a small effect on surface cognitive strategies (β=.24) among effective self-regulators. → Anneke Vrugt & Frans J. Oort 2008

Evidence¶

Anneke Vrugt & Frans J. Oort 2008¶

Anneke Vrugt & Frans J. Oort. (2008). Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement. Metacognition Learning. https://doi.org/10.1007/s11409-008-9022-4

q2 · i? · associational · r2

Path analysis results for the effective self-regulator group (N=421). Table 2 part (b) reports standardized effects of metacognition on the four strategy scales: .41, .39, .24 and .38. The authors state this supports that knowledge of cognition, regulation and metacognitive experience contribute to strategy selection and use.

"Metacognition had a medium-sized effect on the use of metacognitive, deep cognitive and resource management strategies, and a small effect on the use of surface cognitive strategies."

Discussion¶

Related Claims¶

• Performance-approach goals are directly related to the use of surface cognitive and resource management strategies in effective self-regulators — related
• SRL training effects vary by outcome category, largest for metacognitive strategies (g = .40) and smallest for cognitive strategies (g = .32) — related
• Six relationships in the model differ for less effective self-regulators, including performance-avoidance goals being unrelated to metacognition — related