Students respond to motivational problems in study-group vignettes with more motivational but fewer cognitive regulation strategies¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i3 large
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 When motivational problems are present, university students report fewer cognitive and more motivational regulation strategies than when such problems are absent, a large significant interaction (η2 = 0.472). → 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 · i3 · causal · r2

Vignette-based 2 × 2 within-subjects experiment with N = 278 university students; the motivational problems × strategy type interaction of a 2 × 2 × 3 × 2 repeated-measures ANOVA was significant (η2 = 0.472, Table 4), confirming Hypothesis H1a: students "respond to motivational problems with less cognitive" and "more motivational strategies".

"Bonferroni-corrected post-hoc comparisons showed that students respond to motivational problems with less cognitive (p < 0.001), but mor e motivational strategies (p < 0.001), as com pared to situations without motivational problems."

Discussion¶

Related Claims¶

• Comprehension-related problems elicit more cognitive strategies but do not reduce motivational strategy use
• The presence of motivational problems reduces reported strategies at the co- and shared-level but not at the self-level — related
• Co-occurring motivational and comprehension-related problems did not produce the hypothesized highest combined strategy frequencies — related