Training students to select tasks using a combination of self-assessed performance and invested mental effort improves self-assessment, task selection, and posttest performance, but one follow-up study found no transfer to a new problem domain¶

Claim · All claims
Evidence · 1 study (3 entries) · review r2–r3 · q3
Currency · newest study 2020 · checked against its sources 2026-10-21 (automated, 3 of 3 entries) · not reviewed by a person

Subclaims¶

q3 i? Video-modeling training on a performance-plus-effort task selection rule enhanced self-assessment accuracy and task selection accuracy. → Tamara van Gog & Vincent Hoogerheide & Milou van Harsel 2020 q3 i? Trained students outperformed control students on posttest problems after a self-regulated learning phase, a finding replicated with a more general heuristic. → Tamara van Gog & Vincent Hoogerheide & Milou van Harsel 2020 (2) q3 i? In one follow-up study, training in a biology problem context did not improve posttest performance on math problems in a different domain. → Tamara van Gog & Vincent Hoogerheide & Milou van Harsel 2020 (3)

Evidence¶

Tamara van Gog & Vincent Hoogerheide & Milou van Harsel 2020¶

Tamara van Gog & Vincent Hoogerheide & Milou van Harsel. (2020). The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09544-y

q3 · i? · review · r2

The review reports the Kostons et al. (2012) experiment in which secondary students observed video modeling examples of the performance-assessment-selection cycle; training "enhance[d] self-assessment accuracy" and task selection accuracy versus a control receiving only the performance part. No effect size is printed.

"The training was shown to enhance self-assessment accuracy (i.e., the absolute deviation between the judged and actual perfor- mance) and task selection accuracy (i.e., the deviation [number of columns in Fig. 1] between the chosen task and the recommended task)."

Tamara van Gog & Vincent Hoogerheide & Milou van Harsel 2020 (2)¶

Tamara van Gog & Vincent Hoogerheide & Milou van Harsel. (2020). The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09544-y

q3 · i? · review · r3

The review reports the Kostons et al. (2012) second experiment (pretest, training, self-regulated learning phase with eight chosen tasks, posttest): training-condition students "outperformed students in the control condition on the posttest problems"; replicated by Raaijmakers et al. (2018b) with a general heuristic. No effect size is printed.

"Students in the training condition outperformed students in the control condition on the posttest problems."

Tamara van Gog & Vincent Hoogerheide & Milou van Harsel 2020 (3)¶

Tamara van Gog & Vincent Hoogerheide & Milou van Harsel. (2020). The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09544-y

q3 · i? · review · r2

The review reports the Raaijmakers et al. (2018a) follow-up: biology-trained students "did not show better math posttest performance than students who did not receive the training" on linear equation problems. No effect size is printed; equivalence was not tested. The review itself says "it is as yet unclear" whether the training effects can transfer to self-regulated learning in other problem contexts.

"students who first received the self-assessment and task selection training in the context of the biology problems and then had to engage in a self-regulated learning with math problems (linear equation problems consisting of 3 steps; organized in a database with 5 complexity and 2 support levels) did not show better math posttest perfor- mance than students who did not receive the training."

Discussion¶

Learner Variables¶

• Domain Context — moderator: an instructional effect differs with it

Related Claims¶

• Training learners with an effort-and-performance algorithm via video modeling improved monitoring accuracy, task selection accuracy, and learning outcomes — possibly the same claim (merge candidate)
• Video modeling training of self-assessment and task-selection skills improves secondary students' problem-solving performance after a self-regulated learning phase — related
• Task-selection skills trained with video modeling examples in biology transfer to task selection in a different domain (math) — reports the opposite
• Heuristic task-selection training is not more effective for transfer than algorithmic training — related
• Heuristic and algorithmic training conditions do not differ in posttest problem-solving performance — related
• Studying instructional and video modeling examples improved heredity problem-solving performance and self-assessment accuracy from pretest to posttest — related