The combination of online metacognition measures with complex math assessments is associated with the largest effect sizes¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q4
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i? The combination of online metacognition measurement and complex math assessment was associated with larger effect sizes than other measure combinations. → Gemma Muncer 2021

Evidence¶

Gemma Muncer 2021¶

Gemma Muncer, Philip A. Higham, Corentin J. Gosling, Samuele Cortese, Henry Wood-Downie, & Julie A. Hadwin. (2021). A Meta-Analysis Investigating the Association Between Metacognition and Math Performance in Adolescence. Educational Psychology Review. https://doi.org/10.1007/s10648-021-09620-x

q4 · i? · quant-synthesis · r3

An exploratory meta-regression combined math complexity and metacognition measure type into a six-modality moderator; five combinations were explored and four were represented by at least two studies/research groups. The combination of online and complex "was associated with larger effect sizes".

"Consideration of online (versus offline) measures of metacognition and more complex (versus simple) measures of math performance, and their combination, was associated with larger effect sizes; however, heterogeneity remained high for all analyses."

Discussion¶

Related Claims¶

• The choice of online versus offline measures of SRL moderates the strength of the relationship between SRL processes and achievement — a broader claim this one bears on
• Heterogeneity between studies of the metacognition–math association is significant and remains high in all moderator analyses — related
• Metacognitive measures show large variability, and online measures relate to each other more than to offline measures — related
• Online (versus offline) measures of metacognition are associated with larger metacognition–math effect sizes — a broader claim this one bears on
• More complex (versus simple) math performance measures are associated with larger metacognition–math effect sizes — related