The four instructional-need profiles differ in the types of prompts (metacognitive, cognitive, modeling) they require¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 The four profiles differed significantly in total metacognitive, cognitive and modeling prompts required (Wilks'Λ = .35, partial η² = .29). → Bosma et al. 2017 q3 i? Children in the General profile required significantly fewer metacognitive and cognitive prompts than children in the other profiles (p ≤ .01). → Bosma et al. 2017

Evidence¶

Bosma et al. 2017¶

Tirza Bosma, Claire E. Stevenson, Wilma C. M. Resing. (2017). Differences in Need for Instruction: Dynamic Testing in Children with Arithmetic Difficulties. Journal of Education and Training Studies, Vol. 5, No. 6. https://doi.org/10.11114/jets.v5i6.2326

q3 · i3 · causal · r2

MANOVA with total metacognitive, cognitive and modeling prompts as dependent variables and profile as between-subjects factor in the trained group, with printed effect size partial η² = .29. Follow-up ANOVAs were significant for metacognitive (partial η² = .32), cognitive (partial η² = .57) and modeling prompts (partial η² = .14).

"Here we found a significant effect for profile: Wilks'Λ = .35, F(9, 129.14) = 7.74, p < .001, partial η²= .29."

Discussion¶

Learner Variables¶

• Need for Cognition — moderator: an instructional effect differs with it

Related Claims¶

• Cluster analysis of prompts per scenario-protocol distinguishes four profiles of instructional need: General, Measuring, Accuracy and Organizing — related
• The four instructional-need profiles differ in observed training behaviors of self-confidence, openness, and concentration and cooperation — related