Task planning with mind maps raises post-test self-regulation strategy scores of pre-service teachers relative to a control group, except for rehearsal¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2014 · checked against its sources 2026-11-01 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Pre-service teachers who planned tasks with mind maps scored higher than controls on elaboration, organisation, metacognitive self-regulation, time and study environment, and effort management at post-test. → Tanriseven 2014 q2 i? No meaningful difference was found between groups on rehearsal strategy or test anxiety post-test means. → Tanriseven 2014 (2)

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 · r1

Quasi-experimental pre-test/post-test control group study of 60 second-year pre-service teachers (n=30 per group) in a Teaching Principles and Methods course; independent sample t-tests on MSLQ post-test means showed "a meaningful difference in favour of the experimental group" on these strategy and belief scales.

"among elaboration, organisation, metacognitive self-regulation, time and study environment, effort management strategy, intrinsic goal orientation and self-efficacy perception, there is a meaningful difference in favour of the experimental group"

Tanriseven 2014 (2)¶

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 · r1

Same quasi-experiment, independent sample t-tests on MSLQ post-test means (n=30 per group): the article reports no meaningful between-group difference for test anxiety and rehearsal; equivalence was not tested.

"It is also determined that there is no meaningful difference between the experimental and control groups’ test anxiety and rehearsal strategies average post-test means."

Discussion¶

Related Claims¶

• 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 — related
• 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