Short-term prompting increases the quantity of cognitive strategy use in open-ended learning journals, but not the quantity of metacognitive strategy use¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i1–i3
Currency · newest study 2024 · checked against its sources 2026-10-18 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i3 The number of segments coded as cognitive strategy use significantly increased over the prompted unit, F(2.35,133.97)=14.78, p<.001, ηp²=0.21. → Nadja M. Gentner 2024 q3 i1 The quantity of metacognitive strategy use did not change over time, F(3,171)=0.75, p=.52, ηp²=0.01. → Nadja M. Gentner 2024 (2)

Evidence¶

Nadja M. Gentner 2024¶

Nadja M. Gentner, Lisa Respondek, Tina Seufert. (2024). Effects of short- and long-term prompting in learning journals on strategy use, self-efficacy, and learning outcomes. Instructional Science (2024) 52:919–950. https://doi.org/10.1007/s11251-024-09671-x

q3 · i3 · causal · r?

Qualitative trace data from the open-ended part of the journals: segments coded by two raters (κ = 0.85) and counted per category. "The results indicate a significant increase in the number of segments coded as cognitive strategy use over time."

"Analysis revealed a main effect of time, F(2.35,133.97) = 14.78, p < .001, ηp² = 0.21. The results indicate a significant increase in the number of segments coded as cognitive strategy use over time"

Nadja M. Gentner 2024 (2)¶

Nadja M. Gentner, Lisa Respondek, Tina Seufert. (2024). Effects of short- and long-term prompting in learning journals on strategy use, self-efficacy, and learning outcomes. Instructional Science (2024) 52:919–950. https://doi.org/10.1007/s11251-024-09671-x

q3 · i1 · causal · r2

Same qualitative trace-data analysis for metacognitive segments in the open-ended journals during unit 1. "The results suggest that the quantity of metacognitive strategy use did not change over time", ηp² = 0.01.

"The analysis indicated no main effect of time, F(3,171) = 0.75, p = .52, ηp² = 0.01. The results suggest that the quantity of metacognitive strategy use did not change over time"

Discussion¶

Learner Variables¶

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

Related Claims¶

• Short-term prompting in weekly learning journals increases university students' self-reported metacognitive strategy use over time — related
• Short-term prompting in weekly learning journals increases university students' self-reported cognitive strategy use over time — related
• Cognitive and metacognitive prompts in learning journals helped early in a term but became detrimental by its end; adaptive fading-out mitigated this — related
• Continuing prompts long-term in learning journals confers no additional benefit: self-reported strategy use and self-efficacy decline across the second unit in both the short-term and long-term conditions, while the quantity of cognitive strategy use in the journals stays stable — related
• Cognitive and metacognitive prompts did not increase self-reported online strategy use, the quality of strategies in learners' notes, or learning outcomes in hypermedia learning — reports the opposite
• Without instructional support, learners show low cognitive strategy use and almost absent metacognitive strategies in journal writing, and realized strategy use correlates with learning outcomes — related