No intervention effect on directly observed on-task self-regulation in the musical play study¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? No group × time interaction was found on any on-task self-regulation observational measure or its three areas, so there was no indication of an intervention effect on directly observed self-regulation. → 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 · i? · causal · r2

Coded utterance-level observations of the Train Track Task using the C.Ind.Le scheme at pre- and post-test; multivariate repeated-measures ANCOVA found no time, group or interaction effects, and the authors state "there was no indication of an intervention effect on on-task self-regulation".

"we did not find any interaction effects between group and time on any of the on-task self-regulation observational measures and its three specific areas. Therefore there was no indication of an intervention effect on on-task self-regulation and its three areas"

Discussion¶

Related Claims¶

• Musical play intervention significantly increased children's metacognitive knowledge of strategies at interview — related
• Musical play intervention produced a significantly greater increase in teacher-reported self-regulation than usual music lessons in 6-year-olds — related
• Musical play intervention significantly increased children's metacognitive knowledge at interview compared with controls — related
• SES moderated change in emotional/motivational regulation, with lower-SES children increasing and higher-SES children slightly decreasing — related