A general self-report metacognition questionnaire shows no relationship with word problem solving performance and no convergence with on-line metacognitive measures in grade 5¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2015: tool and model accuracy changes quickly

Subclaims¶

q2 i? The self-report questionnaire was not related to the mathematics test and showed no convergence with the think-aloud or VisA on-line measures. → Jacobse 2012

Evidence¶

Jacobse 2012¶

Jacobse, A. E., & Harskamp, E. G. (2012). Towards efficient measurement of metacognition in mathematical problem solving. Metacognition and Learning. https://doi.org/10.1007/s11409-012-9088-x

q2 · i? · associational · r1

Correlational analysis of three metacognition measures in a grade 5 sample (effective n=39). The MSLQ metacognitive self-regulation subscale correlated 0.03 with problem solving, 0.16 with think-aloud, and -0.20 with VisA; "the self-report questionnaire showed no convergence with on-line metacognitive measures."

"Moreover, the self-report questionnaire showed no convergence with on-line metacognitive measures. Scores on the TA measure and the VisA instrument on the other hand were related, although the bivariate correlation is modest."

Discussion¶

Related Claims¶

• No significant relationship found between DLC interaction and self-reported metacognitive abilities on the MSLQ — a narrower finding that bears on this claim
• The VisA instrument predicts word problem solving performance in grade 5, explaining 23 percent of variance
• The think-aloud measure predicts word problem solving performance, explaining 33 percent of variance — related
• The VisA instrument and think-aloud measure converge moderately and each contributes unique predictive variance for word problem solving — related
• Several sophisticated metacognitive regulation activities showed little to no variance among grade 5 students during think-aloud problem solving — related
• When SRL is measured at a coarse grain size (global self-regulation), students are relatively well able to report on their strategy use — related
• Low questionnaire–think-aloud correlations may have two alternative explanations besides poor self-report ability: the methods may measure different strategies or be aimed at different tasks — related
• A task-specific questionnaire built item-by-item from a think-aloud coding taxonomy correlated r=.51 with think-aloud protocols, higher than the -.07 to .42 regularly reported — related
• Metacognitive and composite SRL strategy measures show the strongest relationships with learning performance in continuing education — reports the opposite
• Think-aloud reports are incomplete and sometimes nonveridical, particularly for metacognitive processes — related
• Controlling statistically for flexibility renders the training effect on word problem solving non-significant, suggesting flexibility explains the gains — related