Micro-analytic self-report questions predict exam performance better than the MSLQ, which did not correlate with exam scores¶
Claim · All claims
Evidence · 1 study · reviewr3·q2·i2medium
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2022: tool and model accuracy changes quickly
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i2 Weighted micro-analytic strategy questions significantly predicted final exam grade (r = .29) while MSLQ scales showed no significant correlations with exam scores. → Rovers 2019
Evidence¶
Rovers 2019¶
Rovers, S. F. E., Clarebout, G., Savelberg, H. H. C. M., de Bruin, A. B. H., & van Merriënboer, J. J. G. (2019). Granularity matters: comparing different ways of measuring self-regulated learning. Metacognition and Learning. https://doi.org/10.1007/s11409-019-09188-6
q2 · i2 · review · r3
Review reports Cleary et al. (2015), which compared MSLQ responses to examiner-delivered micro-analytic self-report questions about exam preparation; the micro-analytic measure predicted final exam grade (r = .29), the MSLQ did not.
"there were no significant correlations between exam scores and MSLQ scales, while the weighted micro-analytic strategy measure significantly predicted students' grade on the final exam, with a correlation coefficient of r= .29"
Discussion¶
Related Claims¶
- No significant relationship found between DLC interaction and self-reported metacognitive abilities on the MSLQ — related
- Differentiated instruction by learning strategies shows no significant effect on any student motivation scale — related
- Training activity scores in cognitive, metacognitive, and behavioral/environmental regulation each significantly related to subsequent exam performance after controlling for prior knowledge — related
- Positive relationship between DLC interaction and academic achievement persists when controlling for prior metacognitive abilities — related
- Completing the Science of Learning to Learn training conferred an effect of about one-third of a letter grade (d ~ 0.3) on subsequent quizzes and exams in the original randomized study — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
microanalytic-questions-outpredict-mslq |
title |
Micro-analytic self-report questions predict exam performance better than the MSLQ, which did not correlate with exam scores |
description |
Micro-analytic self-report questions predict exam performance better than the MSLQ, which did not correlate with exam scores |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
recheck_by |
2022 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — rovers-2019 |
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