Learning strategy outcome effects are driven by different differentiation groups than the performance effect¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The elaboration effect is driven by the instruction-dependent group, critical thinking by the instruction-independent group, and effort regulation by the average group, a pattern that differs from the grade results. → Carla Haelermans 2022

Evidence¶

Carla Haelermans 2022¶

Carla Haelermans. (2022). The Effects of Group differentiation by students' learning strategies. Instructional Science. https://doi.org/10.1007/s11251-021-09575-0

q3 · i? · causal · r2

Subgroup analysis of the MSLQ regression results by differentiation group. The article reports that "the effect on elaboration is driven by the instruction-dependent group" while other strategy outcomes are driven by different groups.

"The effect on elaboration is driven by the instruction-dependent group, the effects on critical thinking are driven by the instruction-independent group, and the effect on effort regulation is driven by the average group."

Discussion¶

Related Claims¶

• The grade effect of learning-strategy differentiation is driven by instruction-dependent and instruction-independent students, not the average group
• Students in differentiated classes grow significantly more on elaboration, critical thinking, metacognitive self-regulation and effort regulation — related