Prompted learners’ sequential SRL structure resembled traditional SRL models, using reflection more as an ending activity than unprompted learners¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In process models, the prompted group used reflection activities more often at the end of a learning sequence, while the control group used reflection more often as a starting activity. → 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

Process models built with the Fuzzy Miner Algorithm in Disco from coded think-aloud data; the prompted group "engaged in reflection ac- tivities at the end of a learning sequence more often than at the begin- ning" (start = 44, end = 50), unlike the control group.

"The experimental group, on the other hand, engaged in reflection ac- tivities at the end of a learning sequence more often than at the begin- ning (start frequency = 44, end frequency = 50)."

Discussion¶

Related Claims¶

• Metacognitive prompting increases domain-general metacognitive SRL activities (goal specification and strategic planning) in young learners in a CBLE — related
• Metacognitive prompting did not significantly change the overall frequency of metacognitive SRL activities in main categories and subcategories — related
• Students' learning strategies can be detected and interpreted from activity sequences in the Betty's Brain open-ended learning environment — related
• Video review produces more structured reflective behavior patterns, with modality-specific video interaction sequences — related
• Metacognitive prompts improve learning — a broader claim this one bears on