Monitoring accuracy interventions are less effective for secondary school students than for elementary students and adults¶
Claim · All claims
Evidence · 1 study · quant-synthesisr3·q4
Currency · newest study 2024 · checked against its sources 2026-10-21 (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
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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q4 i? Interventions were generally less effective for secondary school students than for elementary school students and adults, though the school-level Q-test was nonsignificant. → Noortje Janssen · Ard W. Lazonder 2024
Evidence¶
Noortje Janssen · Ard W. Lazonder 2024¶
Noortje Janssen · Ard W. Lazonder. (2024). Meta-analysis of Interventions for Monitoring Accuracy in Problem Solving. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09936-4
q4 · i? · quant-synthesis · r3
Exploratory moderator analysis of school level in the 35-study meta-analysis; Table 3 reports elementary g = 0.45, secondary g = 0.12, adults g = 0.31. The pairwise comparisons favored elementary and adults over secondary students.
"interventions were generally less effective for secondary school students than for elementary school students, z = − 4.75, p < 0.001, and adults, z = − 2.14, p = 0.049, while differences between elementary school students and adults were not significant, z = 1.28, p = 0.201."
Discussion¶
Related Claims¶
- The level of reflection support (practice-only, grade comparison, or reflection prompts) did not differentially affect the improvement of secondary students' calibration accuracy over time — related
- Comprehension-test expectancy tended to be more effective than delayed-keywords listing and rereading, though interventions did not substantially differ overall — related
- Monitoring accuracy interventions are more effective for retrospective confidence judgments than for judgments of learning — related
- Self-explaining does not improve retrospective monitoring accuracy, while problem complexity reduces it — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
monitoring-accuracy-interventions-least-effective-secondary-students |
title |
Monitoring accuracy interventions are less effective for secondary school students than for elementary students and adults |
description |
Monitoring accuracy interventions are less effective for secondary school students than for elementary students and adults |
status |
review |
evidence_strength |
weak |
newest_evidence |
2024 |
source_checked |
2026-10-21 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — noortje-janssen-ard-w-lazonder-2024 |
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