Reported reviser scores interact with episode for reading the assignment, with the effect reversing from episode 2 onwards¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Lower reviser scorers read the assignment slightly more at the start, but from episode 2 onwards higher reviser scorers read the assignment more, with the gap growing towards the end. → Tillema 2011

Evidence¶

Tillema 2011¶

Tillema, M., van den Bergh, H., Rijlaarsdam, G., & Sanders, T. (2011). Relating self reports of writing behaviour and online task execution using a temporal model. Metacognition and Learning. https://doi.org/10.1007/s11409-011-9072-x

q2 · i? · associational · r1

In the multilevel regression of the 20 students' protocols, a significant reviser score x episode interaction was found for reading the assignment. The article reports the reversal from episode 2 and that the difference between higher and lower reviser scorers grows larger towards the end of task execution.

"At the start of task execution, students with lower reviser scores (−sd) are (slightly) more likely to read the assignment than students with higher reviser (+sd) scores. From episode 2 onwards, however, this effect is reversed."

Discussion¶

Related Claims¶

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• The occurrence of six (meta)cognitive writing activities varies significantly across episodes of task execution — related
• Planner and reviser questionnaire scores show frequency main effects on several online activities, with no interaction with episode — related