Within the mind-map planning group, pre-to-post gains are significant on most self-regulation strategies and motivational beliefs, including a significant test-anxiety decrease¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2014 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person
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 i? The experimental group's pre-post differences were significant at p<.01 for elaboration, organisation, metacognitive self-regulation, time and study environment, intrinsic goal orientation and test anxiety, and at p<.05 for effort management. → Tanriseven 2014
Evidence¶
Tanriseven 2014¶
Tanriseven, I. (2014). A Tool That Can Be Effective in the Self-regulated Learning of Pre-service Teachers: The Mind Map. Australian Journal of Teacher Education, 39(1). http://dx.doi.org/10.14221/ajte.2014v39n1.1
q2 · i? · causal · r2
Paired sample t-test analysis within the experimental group (n=30, df=29) in the same quasi-experiment; the printed table shows test anxiety decreased (t=3.104, p=.004) while strategy and motivation scores increased.
"Table 3 shows there is a meaningful difference between the experimental group’s pre- and post-test scores at a p<.01 level for elaboration, organisation, metacognitive self-regulation, time and work environment, intrinsic goal orientation and test anxiety."
Discussion¶
Learner Variables¶
- Academic Anxiety — outcome: instruction changes it
- Affect Regulation — outcome: instruction changes it
Related Claims¶
- Task planning with mind maps raises post-test self-regulation strategy scores of pre-service teachers relative to a control group, except for rehearsal — related
- Experimental and control groups were equivalent at pre-test on all motivation dimensions except test anxiety — related
- In the private-school experimental group only test anxiety changed, decreasing significantly, with other motivation dimensions unchanged — a narrower finding that bears on this claim
- Mind-map task planning raises pre-service teachers' intrinsic goal orientation and self-efficacy more than direct task completion — related
- Pre-service teachers' open-ended responses most frequently attribute to mind-map planning effects on metacognitive self-regulation, concentration and planned study — related
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