Monitoring activities and metacomprehension accuracy serially mediated the effect of in-between versus after-study explaining on conceptual learning (Experiment 1)¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2020 · checked against its sources 2026-10-23 (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 indirect effect of learning activity on conceptual knowledge via monitoring activities and absolute metacomprehension accuracy was significant in a serial two-mediator model. → Lachner 2020
q2 i? Metacomprehension inaccuracy was positively related to learning gains, driven mainly by underestimation. → Lachner 2020
Evidence¶
Lachner 2020¶
Lachner, A., Backfisch, I., Hoogerheide, V., van Gog, T., & Renkl, A. (2020). Timing matters! Explaining between study phases enhances students' learning. Journal of Educational Psychology, 112(4), 841–853. https://doi.org/10.1037/edu0000396
q2 · i? · causal · r2
An OLS regression-based path analysis with 10,000 bootstrap samples (PROCESS macro) tested monitoring and absolute metacomprehension accuracy as serial mediators; the indirect effect "a×d ×b = .07, 95% CI [.01, .27]" excluded zero.
"We found a significant indirect effect of the two-serial mediator model (via monitoring activities → absolute metacomprehension accuracy), a×d ×b = .07, 95% CI [.01, .27], as zero was not included in the confidence interval"
Discussion¶
Related Claims¶
- In-between explaining enhanced university students' conceptual knowledge more than after-study explaining (Experiment 1) — related
- Monitoring accuracy predicts comprehension-based regulation accuracy, and cue availability also has an indirect effect on regulation accuracy via monitoring accuracy — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
monitoring-metacomprehension-serial-mediation-explaining-timing |
title |
Monitoring activities and metacomprehension accuracy serially mediated the effect of in-between versus after-study explaining on conceptual learning (Experiment 1) |
description |
Monitoring activities and metacomprehension accuracy serially mediated the effect of in-between versus after-study explaining on conceptual learning (Experiment 1) |
status |
review |
evidence_strength |
weak |
newest_evidence |
2020 |
source_checked |
2026-10-23 |
generated |
by process:wiki-ingest on 2026-10-23 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — lachner-2020 |
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