Metacognitive strategies correlate strongly with problem-solving skills, and behavioural metrics correlate with task performance¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q2 · i2–i3
Currency · newest study 2026 · checked against its sources 2026-10-16 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i3 Metacognitive strategies were strongly correlated with problem-solving skills (r = .45, p < .001). → Tanya Chichekian 2026 q2 i2 More clicks negatively correlated with task score (r = –.51, p < .001), while playground time positively correlated with task score (r = .30, p < .01). → Tanya Chichekian 2026 (2)

Evidence¶

Tanya Chichekian 2026¶

Tanya Chichekian, Maria Cutumisu, Annie Savard and Yi-Mei Zhang. (2026). Profiling Pre-service Teachers' Computational Thinking: The Role of Metacognition and Coding Experience. Journal of Learning Analytics, 13(1), 31–41. https://doi.org/10.18608/jla.2026.9077

q2 · i3 · associational · r1

Correlational analysis in Table 1 among 128 pre-service teachers. The article reports metacognitive strategies correlating with problem-solving skills at "r = .45, p < .001", which the authors read as underscoring reflective thinking's role in CT.

"Metacognitive strategies (MetaCog) were strongly correlated with problem-solving skills (CT_PS, r = .45, p < .001), underscoring the role of reflective thinking in CT."

Tanya Chichekian 2026 (2)¶

Tanya Chichekian, Maria Cutumisu, Annie Savard and Yi-Mei Zhang. (2026). Profiling Pre-service Teachers' Computational Thinking: The Role of Metacognition and Coding Experience. Journal of Learning Analytics, 13(1), 31–41. https://doi.org/10.18608/jla.2026.9077

q2 · i2 · associational · r1

Correlational analysis of Qualtrics trace data and task scores. The article reports clicks correlating with task performance at "r = –.51, p < .001" and playground time at "r = .30, p < .01"; the efficiency and practice-benefit readings are the authors' interpretations.

"Behavioural metrics showed that more clicks (L_Clicks) negatively correlated with task performance (L_Score, r = –.51, p < .001), reflecting greater efficiency among higher performers, whereas playground time (PG_Time) positively correlated with L_Score ( r = .30, p < .01), highlighting practice benefits."

Discussion¶

Learner Variables¶

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

Related Claims¶

• Self Regulated Learning Predicts Achievement — the general claim this finding bears on, with the studies behind it

• Metacognitive Strategies Improve Learning — the general claim this finding bears on, with the studies behind it

• Metacognitive strategies and prior coding experience significantly predict CT profile membership, with metacognition contributing more strongly — related
• Proficient learners complete the CT task faster and with fewer clicks than Novice and Developing learners — related
• Latent profile analysis of pre-service teachers' CT skills identifies three profiles (Novice, Developing, Proficient), revealing heterogeneous, non-linear skill acquisition — related
• Puzzlets gameplay showed problem-solving progress on debugging tasks, and collaboration improved after the teacher introduced driver-passenger role strategies — related
• Introducing CT as a problem-solving approach that often involves digital technology helped teachers — related
• AI task scaffolding is positively associated with critical thinking and technical problem-solving among AI-using university students — related
• AI applications contributed to STEM students' higher-order thinking, including problem-solving, computational thinking, and self-regulated learning — related
• Children showing higher metacognition and self-regulation felt the task would be difficult but that they would be able to solve it — related
• Mathematics performance is positively correlated with metacognitive resolution in multiple-choice testing across six experiments — related
• Trace-data cognitive learning strategy codes show no correlation with highlighted key words or auxiliary words, while key-word and auxiliary-word highlighting correlate highly — related
• The structural model explains about half the variance in critical thinking and technical problem-solving and about a third in metacognitive self-regulation — related
• Stronger verbal convergent thinking is associated with better mathematical problem performance in Dutch 9–13-year-olds — related
• Children's metacognitive strategic behaviours, but not cognitive or motivational strategic behaviours, independently predict task performance in child-alone problem-solving tasks — related
• Girls showed more SRL strategic behaviours than boys but did not outperform boys on task performance; child age correlated with metacognitive, motivational behaviours and performance — related