Task type moderates the correlation: problem-solving tasks show a stronger negative association than word/paired-associate tasks¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The negative effort–monitoring correlation is stronger for problem-solving tasks than for word learning/paired associates and other tasks. → Martine Baars & Lisette Wijnia & Anique de Bruin & Fred Paas 2020

Evidence¶

Martine Baars & Lisette Wijnia & Anique de Bruin & Fred Paas 2020¶

Martine Baars & Lisette Wijnia & Anique de Bruin & Fred Paas. (2020). The Relation Between Students' Effort and Monitoring Judgments During Learning: A Meta-analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09569-3

q3 · i? · quant-synthesis · r3

Task-type moderator analysis (Table 1: problem solving k = 38, r = −.533; word/paired associates k = 71, r = −.250; other k = 14, r = −.267) was significant, Q(2) = 32.20, p < .001, and problem solving remained significant in the meta-regression (b = −.340, p = .001).

"It seemed that problem-solving tasks had a stronger negative correlation compared with the other types of tasks."

Discussion¶

Related Claims¶

• Effort-rating item wording changes what learners reflect on: requirement wording correlates negatively and engagement wording positively with judgments of learning — related
• In the multivariate meta-regression, goal-driven manipulation, judgment timing, and task type remain significant moderators — a broader claim this one bears on
• Effort measurement type moderates the correlation: self-agency ratings show a positive association and subjective ratings a stronger negative one than objective measures — related
• Monitoring judgment timing moderates the correlation: concurrent judgments show a stronger negative association than prospective judgments — related
• Effort appraisals correlate negatively with monitoring judgments: high mental effort is associated with poorer performance judgments — related
• Goal-driven manipulations weaken the negative effort–monitoring correlation, which is nonsignificant under incentives, time pressure or self-agency ratings taken singly — related
• Effort and monitoring judgments show a medium negative correlation (r = −.355) during learning — related
• Effort ratings correlate negatively with judgments of learning (r = −0.355), but the correlation disappears under a goal-driven interpretation of effort — related
• Mental effort and judgments of learning show a medium-sized negative correlation, moderated by regulation mode and task type — a broader claim this one bears on
• No moderator (education, effort measurement, wording, timing, task type, difficulty) significantly changed the model's paths