Questioning learners prompts and may distort retrospective self-reports of strategy use¶

Claim · All claims
Evidence · 1 study (2 entries) · theoretical r3 · q1
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Retrospective questions may prompt recall of strategy use that never occurred, elicit socially desirable answers and incorrect labeling, and induce overconfidence (e.g., learners taking paraphrasing for summarizing). → Marcel V. J. Veenman 2011 q1 i? Learners with declarative and procedural knowledge of strategies likely are more critical in their self-reports than learners without that knowledge, so prompting affects self-reports unequally. → Marcel V. J. Veenman 2011 (2)

Evidence¶

Marcel V. J. Veenman 2011¶

Marcel V. J. Veenman. (2011). Alternative assessment of strategy use with self-report instruments: a discussion. Metacognition and Learning. https://doi.org/10.1007/s11409-011-9080-x

q1 · i? · theoretical · r3

Theoretical argument about the prompting effect in off-line assessment. The article adds that "questions may evoke an illusion of familiarity with the strategies that are asked after" and that incorrect labeling occurs when declarative knowledge of strategies is poor.

"Retrospective questions may prompt the recall of strategy use that never occurred. Not only may learners be inclined to give social-desirable answers, they are also triggered by questions to label their behavior accordingly"

Marcel V. J. Veenman 2011 (2)¶

Marcel V. J. Veenman. (2011). Alternative assessment of strategy use with self-report instruments: a discussion. Metacognition and Learning. https://doi.org/10.1007/s11409-011-9080-x

q1 · i? · theoretical · r3

Theoretical argument that prompting effects are uneven across learners, so self-reports do not merely overestimate strategy use uniformly. The article states this prompting effect might have affected the retrospective questionnaires of Schellings and of Bräten and Strømsø.

"learners who possess declarative knowledge of strategies and who have enacted those strategies likely are more critical of their strategy use than learners who do not have this declarative and procedural knowledge"

Discussion¶

Related Claims¶

• Off-line self-reports of strategy use may not correspond to actual learner behavior due to memory-reconstruction problems — possibly the same claim (merge candidate)