No group differences appear in self-regulation, strategies, or motivation across the four mathematics achievement groups¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2015 · not yet checked against its sources · 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? The study found no group differences in self-regulation, strategies, or motivation, which the authors attribute to measuring general rather than task-specific metacognitive strategies. → Lai Y 2015
Evidence¶
Lai Y 2015¶
Lai Y, Zhu X, Chen Y, Li Y (2015) Effects of Mathematics Anxiety and Mathematical Metacognition on Word Problem Solving in Children with and without Mathematical Learning Difficulties. PLoS ONE 10(6): e0130570. https://doi.org/10.1371/journal.pone.0130570
q3 · i? · associational · r2
Group comparisons on the metacognition questionnaire's other three factors showed null results; the authors suggest task-specific strategies may differentiate groups and that determining the specificity of metacognitive strategies may help identify children with MLD.
"In the present study, no group differences were observed with respect to self-regulation, strategies, or motivation."
Discussion¶
Related Claims¶
- A daily learning diary alone (Group D) did not produce statistically significant pre-post gains on any measured outcome in an online mathematics preparation course — related
- In a randomized trial of SRL interventions in an online mathematics preparation course, group and time interacted significantly on SRL knowledge, self-efficacy and the SRL overall score, with Group TDP (training + diary + peer feedback) showing the most prominent gains — reports the opposite
- The pooled effect of self-regulated learning does not differ significantly by strategy type (cognitive, metacognitive, resource management, motivational) — related
- Self-regulated learning facets that are conceptually common across three popular questionnaires appear empirically disparate — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
no-group-differences-other-metacognition |
title |
No group differences appear in self-regulation, strategies, or motivation across the four mathematics achievement groups |
description |
No group differences appear in self-regulation, strategies, or motivation across the four mathematics achievement groups |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2015 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — lai-y-2015 |
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