No significant relationship found between DLC interaction and self-reported metacognitive abilities on the MSLQ¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person
Subclaims¶
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q is the design tier, i the impact, n the sample, and the kind with its r
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q2 i? In the previous study, no significant relationship was found between students' interaction with the DLC and their metacognitive abilities as measured by the self-reported MSLQ. → Sijmkens 2024
Evidence¶
Sijmkens 2024¶
Sijmkens, E., De Cock, M., & De Laet, T. (2023). Scaffolding Students' Use of Metacognitive Activities Using Discipline- and Topic-Specific Reflective Prompts. Metacognition and Learning, 18(3), 811–843. https://doi.org/10.1007/s11409-023-09363-w
q2 · i? · associational · r2
Null finding from the prior study cited as background for the current investigation. The authors note that self-reported questionnaires are not very accurate measurements for metacognition, citing Veenman et al. (2006), which motivated the current study's use of a strategy score as an indirect measure.
"In our previous work (Sijmkens et al., 2022), we did not find any significant relationship between students' interaction with the DLC and their metacognitive abilities as measured by the self-reported Motivated Strategies for Learning Questionnaire (Pintrich & De Groot, 1990) at the end of the course."
Discussion¶
Related Claims¶
- Positive relationship between DLC interaction and academic achievement persists when controlling for prior metacognitive abilities — related
- Micro-analytic self-report questions predict exam performance better than the MSLQ, which did not correlate with exam scores — related
- A general self-report metacognition questionnaire shows no relationship with word problem solving performance and no convergence with on-line metacognitive measures in grade 5 — a broader claim this one bears on
- Students emphasising rehearsal and memorisation techniques showed lower conceptual understanding and less DLC interaction — related
- Completion of the angular momentum reflection module is the first significant predictor of conceptual understanding of the related exam problem — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
no-mslq-relationship-dlc |
title |
No significant relationship found between DLC interaction and self-reported metacognitive abilities on the MSLQ |
description |
No significant relationship found between DLC interaction and self-reported metacognitive abilities on the MSLQ |
status |
review |
evidence_strength |
weak |
newest_evidence |
2023 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — sijmkens-2024 |
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