Number of rubric sessions interacts negatively with mean age: intervention length matters less for older students¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? A statistically significant negative interaction (B = -0.041) indicates the relationship between number of sessions and effect size decreases as mean age increases. → Panadero 2023

Evidence¶

Panadero 2023¶

Panadero, Ernesto; Jonsson, Anders; Pinedo, Leire; Fernández-Castilla, Belén. (2023). Effects of Rubrics on Academic Performance, Self-Regulated Learning, and self-Efficacy: a Meta-analytic Review. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09823-4

q3 · i? · quant-synthesis · r2

Posteriori secondary meta-regression on standardized mean differences for academic performance, entering centered sessions, centered mean age, and their interaction (shown in Fig. 10). When mean age imputed was used, the interaction remained negative but was not significant (p = 0.677).

"producing a statistically significant and negative interaction effect (B = -0.041, SE = 0.001, t = -62.1, p < 0.001, 95% CI [-0.05, -0.03]), which means that the relationship between the number of sessions and the standardized mean differences decreases as the mean age increases"

Discussion¶

Learner Variables¶

• Age and Developmental Stage — moderator: an instructional effect differs with it

Related Claims¶

• ENA reveals different utterance co-occurrence structures by age: older adults show a stronger active–interactive connection while younger adults' constructive–interactive connection is not statistically confirmed — related
• Age moderated change in metacognitive regulation, with younger children decreasing and older children increasing between pre- and post-test — related
• For standardized mean changes, rubric effects on performance decrease with mean age, yet secondary-education studies show larger effects than primary and middle school — contradictory moderator results — related
• Most moderator variables are not significantly related to rubric effects on academic performance, including rubric design specifics — reports the opposite
• Public speaking anxiety is associated with poorer judged speech performance only among individuals low in attentional control — related
• Adolescents showed a marginally decreased number of punishments before switching in reversal learning — related
• Attitude effects of innovative teaching decrease with student grade level — related