Reported planner scores interact with episode: high planners plan more at the start and less at the end of task execution¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The effect of planner scores on online planning activities varies across episodes, with higher planners applying more planning early and less late in the writing process. → Tillema 2011

Evidence¶

Tillema 2011¶

Tillema, M., van den Bergh, H., Rijlaarsdam, G., & Sanders, T. (2011). Relating self reports of writing behaviour and online task execution using a temporal model. Metacognition and Learning. https://doi.org/10.1007/s11409-011-9072-x

q2 · i? · associational · r1

In the multilevel regression of think-aloud protocols from 20 students, a significant planner score x episode interaction emerged for planning activities. The article reports that students one standard deviation above the average planner score were more likely to plan at the start of task execution than lower-scoring students.

"Students with higher planner scores (+sd) are more likely to apply planning activities at the start of task execution than students with lower planner scores."

Discussion¶

Related Claims¶

• Planner and reviser questionnaire scores show frequency main effects on several online activities, with no interaction with episode — reports the opposite
• No effects of reported planner or reviser scores were found on evaluating own text — related
• Reported reviser scores interact with episode for reading the assignment, with the effect reversing from episode 2 onwards — related
• The occurrence of six (meta)cognitive writing activities varies significantly across episodes of task execution — a broader claim this one bears on