Short-term prompting in weekly learning journals increases university students' self-reported cognitive strategy use over time¶

Claim · All claims
Evidence · 1 study · causal r? · q3 · i3 large
Currency · newest study 2024 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i3 Across the four journals of unit 1 (a baseline journal at t1, then prompts at t2–t4), self-reported cognitive strategy use significantly increased from baseline, F(2.55,186.42)=15.95, p<.001, ηp²=0.18. → Nadja M. Gentner 2024

Evidence¶

Nadja M. Gentner 2024¶

Nadja M. Gentner, Lisa Respondek, Tina Seufert. (2024). Effects of short- and long-term prompting in learning journals on strategy use, self-efficacy, and learning outcomes. Instructional Science (2024) 52:919–950. https://doi.org/10.1007/s11251-024-09671-x

q3 · i3 · causal · r?

Repeated-measures ANOVA on the standardized part of weekly learning journals (t1–t4) for the complete sample of N = 74 university students; t1 was a baseline journal and prompts were given at t2–t4. "This indicates a significant increase in cognitive strategy use over time" with ηp² = 0.18 after Greenhouse-Geisser correction.

"There was a main effect of time, F(2.55,186.42) = 15.95, p < .001, ηp² = 0.18. This indicates a significant increase in cognitive strategy use over time"

Discussion¶

Learner Variables¶

• Self-Regulation — outcome: instruction changes it

Related Claims¶

• Continuing prompts long-term in learning journals confers no additional benefit: self-reported strategy use and self-efficacy decline across the second unit in both the short-term and long-term conditions, while the quantity of cognitive strategy use in the journals stays stable — related
• Short-term prompting increases the quantity of cognitive strategy use in open-ended learning journals, but not the quantity of metacognitive strategy use — related
• Short-term prompting in weekly learning journals increases university students' self-reported metacognitive strategy use over time — related
• Without instructional support, learners show low cognitive strategy use and almost absent metacognitive strategies in journal writing, and realized strategy use correlates with learning outcomes — a broader claim this one bears on
• Combining cognitive and metacognitive prompts optimizes germane processing; metacognitive prompts alone help only when remedial planning is prompted and remediation is possible — a broader claim this one bears on
• Metacognitive prompts improve learning — a broader claim this one bears on