Low and high social challenge dyads do not differ in the frequency of metacognitive activities¶
Claim · All claims
Evidence · 1 study · associationalr1·q3
Currency · newest study 2019 · 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 i? Metacognitive activities did not differ in frequency between low and high challenge dyads, despite differences in assignment quality and cognition. → Cindy Paans & Erdem Onan & Inge Molenaar & Ludo Verhoeven & Eliane Segers 2019
Evidence¶
Cindy Paans & Erdem Onan & Inge Molenaar & Ludo Verhoeven & Eliane Segers 2019¶
Cindy Paans & Erdem Onan & Inge Molenaar & Ludo Verhoeven & Eliane Segers. (2019). How social challenges affect children's regulation and assignment quality in hypermedia: a process mining study. Metacognition and Learning. https://doi.org/10.1007/s11409-019-09204-9
q3 · i? · associational · r1
Mann-Whitney U tests on relative frequencies of coded activities found no group difference for reading, supporting, or metacognitive activities (analysis, monitoring, evaluation). No effect size was printed for this null finding.
"Reading, supporting, and metacognitive activities did not differ between the two groups."
Discussion¶
Related Claims¶
- In low challenge dyads the metacognitive activities are closely interconnected, whereas in high challenge dyads monitoring is disconnected from other metacognitive activities — related
- Most coding categories showed no statistically significant frequency differences between pre-service and in-service teachers — related
- Low social challenge dyads verbalize more cognitive processing and more high-cognition than high social challenge dyads — related
- High-cognition appears only in the low challenge process model and off-task activities only in the high challenge process model — related
- High social challenge dyads show more off-task activities than low social challenge dyads — related
- Low social challenge dyads produce higher-quality written assignments than high social challenge dyads, controlling for prior knowledge — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
no-frequency-difference-metacognitive-activities |
title |
Low and high social challenge dyads do not differ in the frequency of metacognitive activities |
description |
Low and high social challenge dyads do not differ in the frequency of metacognitive activities |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
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 — cindy-paans-erdem-onan-inge-molenaar-ludo-verhoeven-eliane-segers-2019 |
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