Pre-service teachers' open-ended responses most frequently attribute to mind-map planning effects on metacognitive self-regulation, concentration and planned study¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q1
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Content analysis of experimental-group responses coded most statements under metacognitive self-regulation (learning awareness f=10, noticing deficiencies f=11, remedying deficiencies f=21). → Tanriseven 2014 q1 i? Nearly all participants mentioned increased concentration (f=24) and more than half mentioned planned study (f=21). → 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

q1 · i? · causal · r2

Content analysis of open-ended questionnaire answers from the experimental group (n=30), coded against MSLQ dimensions with pre-formed themes; frequencies are descriptive, no effect size printed.

"Most of the pre-service teachers’ expressions are brought together under the theme of metacognitive self-regulation: learning awareness (f=10), noticing the deficiencies (f=11), and remedying deficiencies (f=21)."

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

q1 · i? · causal · r2

Same content analysis of the open-ended questionnaire, coded under effort management and time and study environment themes; self-reported perceptions only.

"nearly all the pre-service teachers mentioned the positive effects of the mind map on an increase in concentration (f=24), while more than half mentioned its positive effects on planned study (f=21)"

Discussion¶

Learner Variables¶

• Metacognition — 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
• 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