Students with more misconceptions before studying more strongly underestimated their transfer performance, regardless of instructional method¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? A significant negative main effect of misconceptions on judgment accuracy of transfer emerged (b = -0.25, p = .022), with no effect of instructional method. → Anja Prinz-Weiß & Elisa Röhm 2025

Evidence¶

Anja Prinz-Weiß & Elisa Röhm 2025¶

Anja Prinz-Weiß & Elisa Röhm. (2025). To what extent can think sheets with or without reflection prompts support self-regulated learning from text? Metacognition and Learning. https://doi.org/10.1007/s11409-025-09419-z

q3 · i? · causal · r2

In the regression on judgment accuracy of transfer, removing the interaction terms revealed "a significant negative main effect of number of misconceptions, b = -0.25"; the article interprets this as learners with more misconceptions more strongly underestimating their transfer performance. No effect size is printed.

"Running the regression without the interaction terms yielded a significant negative main effect of number of misconceptions, b = -0.25, SE = 0.11, t(88) = -2.34, p = .022."

Discussion¶

Related Claims¶

• Judgment accuracy of comprehension did not depend on misconceptions or instructional method — related
• Misconceptions did not impair transfer in the strong control condition, but learners with more misconceptions in the think-sheet group transferred better — reports the opposite
• Learners with more misconceptions who completed a think sheet were more underconfident in predicting their transfer performance — reports the opposite