Relative comprehension-based regulation accuracy is higher in the diagram-only condition than in the name-only condition (direct effect)¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? For relative comprehension-based regulation accuracy, the diagram-only condition outperformed the name-only condition as a direct effect of cue availability. → Janneke van de Pol 2021

Evidence¶

Janneke van de Pol 2021¶

Janneke van de Pol, Selia N. van den Boom-Muilenburg, Tamara van Gog. (2021). Exploring the relations between teachers' cue-utilization, monitoring and regulation of students' text learning. Metacognition and Learning. https://doi.org/10.1007/s11409-021-09268-6

q3 · i? · causal · r2

The article's overview table of hypotheses and findings reports, for the explorative direct-effect question E3.3a, "Relative accuracy: diagram-only > name-only" for comprehension-based regulation accuracy; no effect size for this contrast is printed in the available text.

"E3.3a Diagram-only ? name-only Relative accuracy: diagram-only > name-only"

Discussion¶

Learner Variables¶

• Metacognition — outcome: instruction changes it

Related Claims¶

• Monitoring accuracy predicts comprehension-based regulation accuracy, and cue availability also has an indirect effect on regulation accuracy via monitoring accuracy — related
• Teachers' monitoring accuracy does not differ significantly between the name-only condition and either diagram condition — related
• Giving teachers access to students' diagrams improves teachers' regulation accuracy but not their monitoring accuracy — related