Self-explaining does not improve retrospective monitoring accuracy, while problem complexity reduces it¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Self-explaining after studying examples or solving problems did not affect secondary students' retrospective monitoring accuracy. → Tamara van Gog & Vincent Hoogerheide & Milou van Harsel 2020 q3 i? Students made more accurate retrospective monitoring judgments on less complex problems than on more complex problems. → Tamara van Gog & Vincent Hoogerheide & Milou van Harsel 2020 (2)

Evidence¶

Tamara van Gog & Vincent Hoogerheide & Milou van Harsel 2020¶

Tamara van Gog & Vincent Hoogerheide & Milou van Harsel. (2020). The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09544-y

q3 · i? · review · r2

The review reports the Baars et al. (2018a) null result: self-explanation "did not affect secondary education students' retrospective monitoring accuracy" after example study or problem solving. No effect size is printed; equivalence was not tested.

"While self-explaining had been found to be effective for improving monitoring accuracy of text comprehension (Griffin et al. 2008), it did not affect secondary education students' retrospective monitoring accuracy (i.e., judging how well they performed a task just completed, also known as self-assessment) when applied after studying examples or solving problems (Baars et al. 2018a)."

Tamara van Gog & Vincent Hoogerheide & Milou van Harsel 2020 (2)¶

Tamara van Gog & Vincent Hoogerheide & Milou van Harsel. (2020). The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09544-y

q3 · i? · review · r2

The review reports the complexity effect from the same study: judgments were "more accurate retrospective monitoring judgments on less complex problems than on more complex problems". No effect size is printed.

"Baars et al. (2018a) did find that problem complexity affected monitoring accuracy: students made more accurate retrospective monitoring judgments on less complex problems than on more complex problems."

Discussion¶

Learner Variables¶

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

Related Claims¶

• Effortful generative learning activities during problem-solving example study provide cues that improve students' item-level self-monitoring accuracy — related
• Monitoring accuracy interventions are more effective for retrospective confidence judgments than for judgments of learning — related
• Monitoring accuracy interventions are less effective for secondary school students than for elementary students and adults — related
• Providing a standard answer to compare against improves the accuracy of students' retrospective monitoring judgments — related
• Oral explaining yields more accurate meta-comprehension judgments than written explaining and retrieval practice — related