Engagement profiles do not differ in prior knowledge, chemistry self-concept, or interest, addressing a motivation confound¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Profiles showed no significant differences in prior knowledge (F(5, 202) = 0.99, p = .43) or in self-concept and interest (χ2(10) = 10.56, p = .39). → Yoana Omarchevska 2026

Evidence¶

Yoana Omarchevska 2026¶

Yoana Omarchevska, Brendan A. Schuetze, Juliane Richter, Sascha Schanze, Nina Ulrich, Katharina Scheiter. (2026). From Passive to Metacognitive: The Role of Mode of Engagement in Enabling Lasting Learning Using Digital Media. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10120-z

q2 · i? · associational · r2

Secondary null analyses in the same study: a one-way ANOVA on pre-test scores and an omnibus SEM comparing motivation (domain-specific academic self-concept and interest) across profiles; the motivation model comparison was not significant (χ2(10) = 10.56, p = .39). No effect sizes are printed.

"We found no significant differences in prior knowledge in an one-way ANOV A with conceptual knowledge pre-test as an outcome measure and profile membership as predictor, F(5, 202) = 0.99, p = .43."

Discussion¶

Related Claims¶

• Engagement profile membership predicts delayed chemistry knowledge (six to eight weeks later) above and beyond prior knowledge — related
• Changes in mathematics self-concept and interest are independent of prior achievement and do not predict later achievement — related
• Reading comprehension, self-concept and interest were collected prior to learning only to ensure comparability of conditions — related