Metacognitive prompting increases domain-general metacognitive SRL activities (goal specification and strategic planning) in young learners in a CBLE¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2026 · checked against its sources 2026-10-23 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Students learning with metacognitive prompts engaged in domain-general metacognitive SRL activities significantly more often than unprompted students, in goal specification and strategic planning. → Rebecca Pape 2026

Evidence¶

Rebecca Pape 2026¶

Rebecca Pape, Joachim Thomas. (2026). Exploring young learners’ prompted and unprompted SRL think-alouds. Learning and Instruction 102 (2026) 102294. https://doi.org/10.1016/j.learninstruc.2025.102294

q2 · i? · causal · r2

Between-subjects experiment with 33 German 6th graders (n = 17 prompted, n = 16 control) in a 30-min CBLE session with think-aloud protocols; Mann-Whitney U tests showed the prompted group "engaged in domain- general metacognitive SRL activities more frequently than students who were not prompted".

"students in the experimental group engaged in domain- general metacognitive SRL activities more frequently than students who were not prompted"

Discussion¶

Learner Variables¶

Metacognition — outcome: instruction changes it
Self-Regulation — outcome: instruction changes it

Metacognitive prompts improve learning — a broader claim this one bears on
Metacognitive prompting did not significantly support young learners’ recall learning performance — related
Metacognitive prompting did not significantly change the overall frequency of metacognitive SRL activities in main categories and subcategories — reports the opposite
Prompted learners’ sequential SRL structure resembled traditional SRL models, using reflection more as an ending activity than unprompted learners — related
Self-regulated learning improves achievement — a broader claim this one bears on
Learners often fail to regulate their own learning in computer-based learning environments — a broader claim this one bears on

Page metadata

Field	Value
`type`	`claim`
`id`	`prompting-increases-domain-general-metacognitive-srl`
`title`	`Metacognitive prompting increases domain-general metacognitive SRL activities (goal specification and strategic planning) in young learners in a CBLE`
`description`	`Metacognitive prompting increases domain-general metacognitive SRL activities (goal specification and strategic planning) in young learners in a CBLE`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2026`
`source_checked`	`2026-10-23`
`generated`	by `process:wiki-ingest` on `2026-10-23`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `rebecca-pape-2026`

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