Short-term prompting in weekly learning journals increases university students' self-reported metacognitive strategy use over time¶
Claim · All claims
Evidence · 1 study · causalr?·q3·i3large
Currency · newest study 2024 · checked against its sources 2026-10-18 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i3 During the prompted journals of unit 1, self-reported metacognitive strategy use significantly increased from baseline, F(2.49,181.95)=31.35, p<.001, ηp²=0.30. → 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 self-reported metacognitive strategy use (t1–t4) in the standardized part of the learning journals for the whole sample. "The results indicate an increase in metacognitive strategy use over time" with ηp² = 0.30.
"There was again a main effect of time, F(2.49,181.95) = 31.35, p < .001, ηp² = 0.30. The results indicate an increase in metacognitive strategy use over time"
Discussion¶
Learner Variables¶
- Metacognition — outcome: instruction changes it
- 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 cognitive strategy use over time — related
- Metacognitive prompts improve learning — a broader claim this one bears on
- 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 — related
- Reflective Practice Improves Outcomes When Structured — a broader claim this one bears on
- University students' self-efficacy showed no significant change during a unit of short-term prompting in learning journals — related
- Self-efficacy, but not self-reported strategy use, predicts subsequent exam grades in the university course — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
short-term-journal-prompts-increase-metacognitive-strategy-use |
title |
Short-term prompting in weekly learning journals increases university students' self-reported metacognitive strategy use over time |
description |
Short-term prompting in weekly learning journals increases university students' self-reported metacognitive strategy use over time |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
source_checked |
2026-10-18 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — nadja-m-gentner-2024 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.