The four aggregated non-hybrid training groups did not differ on the dependent variables of the analyses¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Statistical analyses showed that the four non-hybrid training groups (conducting experiments, text highlighting, reading motivation variants) did not differ on the dependent variables, justifying their aggregation into one comparison group. → Stebner 2022

Evidence¶

Stebner 2022¶

Stebner, F., Schuster, C., Weber, X.-L., Greiff, S., Leutner, D., & Wirth, J. (2022). Transfer of metacognitive skills in self-regulated learning: effects on strategy application and content knowledge acquisition. Metacognition and Learning, 17, 715-744. https://doi.org/10.1007/s11409-022-09322-x

q3 · i? · causal · r2

In the design and training section of the training study, the authors report a multivariate test across the four aggregated non-hybrid groups, finding no difference on the dependent variables (λ = 0.69, F(24, 244) = 1.37, p = .124). No effect size is printed for this test.

"Furthermore, statistical analyses showed that these four non-hybrid training groups did not differ on the dependent variables of the present analyses, λ = 0.69, F(24, 244) = 1.37, p = .124."

Discussion¶

Related Claims¶

• Hybrid training improves fifth-graders' application of metacognitive skills in near-transfer tasks compared to non-hybrid and control training
• Hybrid training fosters far transfer of metacognitive skills to a new cognitive strategy, though one hybrid condition did not beat control
• Cognitive strategy application in a far-transfer task after hybrid training depends on the specific strategy: text highlighting transferred, conducting experiments did not versus non-hybrid training — related
• Cognitive learning strategy training yields preliminary evidence of far metacognitive transfer to effort regulation (Wirth et al., 2025) — related