Musical play intervention significantly increased children's metacognitive knowledge of strategies at interview¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i3large
Currency · newest study 2023 · checked against its sources 2026-10-20 (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.
q3 i3 A significant group × time interaction on metacognitive knowledge of strategies showed the intervention group increased significantly while controls remained stable (η²p = .19). → Zachariou 2023
Evidence¶
Zachariou 2023¶
Zachariou, A., Bonneville-Roussy, A., Hargreaves, D., & Neokleous, R. (2023). Exploring the effects of a musical play intervention on young children's self-regulation and metacognition. Metacognition and Learning. https://doi.org/10.1007/s11409-023-09342-1
q3 · i3 · causal · r2
Facet-level repeated-measures ANCOVA of interview responses coded for knowledge of people, tasks and strategies; the strategies facet showed "a significant interaction between group and time on metacognitive knowledge of strategies, F (1, 93) = 21.44, p < .001, η2p = .19".
"Multivariate effects revealed no main effect of time but a significant interaction between group and time on metacognitive knowledge of strategies, F (1, 93) = 21.44, p < .001, η2p = .19"
Discussion¶
Related Claims¶
- Musical play intervention significantly increased children's metacognitive knowledge at interview compared with controls — related
- No intervention effect on directly observed on-task self-regulation in the musical play study — related
- Age moderated change in metacognitive regulation, with younger children decreasing and older children increasing between pre- and post-test — related
- Musical play intervention produced a significantly greater increase in teacher-reported self-regulation than usual music lessons in 6-year-olds — related
- Lower-SES children showed greater pre-to-post gains in on-task self-regulation than higher-SES children — related
- Over six months, English vocabulary, relative monitoring accuracy and metacognitive control improved, and boredom increased, while enjoyment and anxiety showed no significant change — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
musical-play-intervention-metacognitive-knowledge-of-strategies-gains |
title |
Musical play intervention significantly increased children's metacognitive knowledge of strategies at interview |
description |
Musical play intervention significantly increased children's metacognitive knowledge of strategies at interview |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — zachariou-2023 |
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