Co-occurring motivational and comprehension-related problems did not produce the hypothesized highest combined strategy frequencies¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Contrary to Hypothesis H2, the three-way interaction of motivational problems, comprehension-related problems, and strategy type was not significant (η2 = 0.003), so simultaneous problems did not yield the highest combined strategy frequencies. → Nadine Melzner · Markus Dresel · Ingo Kollar 2022

Evidence¶

Nadine Melzner · Markus Dresel · Ingo Kollar 2022¶

Nadine Melzner · Markus Dresel · Ingo Kollar. (2022). Examining the regulation of motivational and comprehension-related problems during collaborative learning. Metacognition and Learning (2022) 17:813–836. https://doi.org/10.1007/s11409-022-09316-9

q2 · i? · causal · r2

Null three-way interaction from the same vignette-based repeated-measures ANOVA (N = 278); Table 4 reports η2 = 0.003 and p = .335 for the motivational × comprehension × strategy type effect. The article states the result was "contrary to our assumption"; the test of H2 was non-significant.

"Finally, Hypothesis 2 assumed that students would react with most problem-sensitive (i.e., cognitive plus motivational) strategies when motivational and comprehension-related problems are present at the same time. As a consequence, we examined the three-way-interaction of the factors motivational problems, comprehension-related problems and strategy type. Contrary to our assumption, this interaction effect was not significant."

Discussion¶

Related Claims¶

• Comprehension-related problems elicit more cognitive strategies but do not reduce motivational strategy use
• The presence of motivational problems reduces reported strategies at the co- and shared-level but not at the self-level — related
• Students respond to motivational problems in study-group vignettes with more motivational but fewer cognitive regulation strategies — related
• Retrieval practice format, levels of thinking and retention interval show no significant three-way interaction on undergraduates' reading comprehension — related