The presence of motivational problems reduces reported strategies at the co- and shared-level but not at the self-level¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2022 · not yet checked against its sources · 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? When motivational problems are present, students report fewer strategies at the co-level (p = 0.018) and at the shared-level (p = 0.010) than when such problems are absent, with no significant difference at the self-level (p = 0.690). → Nadine Melzner · Markus Dresel · Ingo Kollar 2022
Evidence¶
Nadine Melzner · Markus Dresel · Ingo Kollar 2022¶
Nadine Melzner · Markus Dresel · Ingo Kollar. (2022). Examining the regulation of motivational and comprehension-related problems during collaborative learning. Metacognition and Learning (2022) 17:813–836. https://doi.org/10.1007/s11409-022-09316-9
q2 · i? · causal · r2
Exploratory interaction of motivational problems × social level from the same 2 × 2 × 3 × 2 ANOVA (N = 278; Table 4 reports η2 = 0.012, p = .032). No effect size was printed for the individual pairwise level comparisons, so i is null.
"Post-hoc comparisons with Bonferroni correction revealed that when motivational problems are present, students react with fewer strategies at the co-level than when these problems are not present (p = 0.018). A similar pattern was observed for the use of strategies at the shared-level between situations with versus without motivational problems (p = 0.010). However, we found no significant difference in the number of reported strategies at the self-level (p = 0.690)."
Discussion¶
Related Claims¶
- Comprehension-related problems elicit more cognitive strategies but do not reduce motivational strategy use
- Students respond to motivational problems in study-group vignettes with more motivational but fewer cognitive regulation strategies — related
- Students report regulation strategies mainly at the self- and shared-level, with significantly fewer strategies at the co-level — related
- Co-occurring motivational and comprehension-related problems did not produce the hypothesized highest combined strategy frequencies — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
motivational-problems-reduce-co-and-shared-level-strategies |
title |
The presence of motivational problems reduces reported strategies at the co- and shared-level but not at the self-level |
description |
The presence of motivational problems reduces reported strategies at the co- and shared-level but not at the self-level |
status |
review |
evidence_strength |
weak |
newest_evidence |
2022 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — nadine-melzner-markus-dresel-ingo-kollar-2022 |
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