Strategy prompts strongly increase learners' use of the prompted strategies, and the effect on comprehension is mediated by strategy use¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Experiments varying prompt provision showed strategy prompts strongly increased use of the prompted strategies in learning journals, and the increased use was accompanied by enhanced learning outcomes. → Nückles 2020 q3 i? Several studies found the effect on comprehension (and sometimes retention) was mediated by the strategy use. → Nückles 2020 (2)

Evidence¶

Nückles 2020¶

Nückles, M., Roelle, J., Glogger-Frey, I., Waldeyer, J., & Renkl, A. (2020). The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09541-1

q3 · i? · review · r2

Multiple experiments in the research program (e.g., Berthold et al. 2007; Glogger et al. 2009; Nückles et al. 2009; Schwonke et al. 2006) varied prompt provision and found prompts "strongly increased learners’use of the prompted strategies in the learning journals", e.g., an elaboration prompt increases elaboration.

"Experiments that varied the provision of prompts clearly showed that strategy prompts strongly increased learners’use of the prompted strategies in the learning journals"

Nückles 2020 (2)¶

Nückles, M., Roelle, J., Glogger-Frey, I., Waldeyer, J., & Renkl, A. (2020). The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09541-1

q3 · i? · review · r2

Mediation analyses across several studies: in Berthold et al. (2007) cognitive strategy use mediated learning outcomes; in Roelle et al. (2017) "the quality of organization strategies" mediated conceptual knowledge outcomes "in two experiments".

"Roelle et al. ( 2017) found the quality of organization strategies to mediate learning outcomes in a conceptual knowledge test in two experiments"

Discussion¶

Learner Variables¶

• Self-Regulation — outcome: instruction changes it

Related Claims¶

• Self-regulated learning improves achievement — the general claim this finding bears on, with the studies behind it

• Strategy Instruction Improves Academic Performance — the general claim this finding bears on, with the studies behind it

• Combining cognitive and metacognitive prompts optimizes germane processing; metacognitive prompts alone help only when remedial planning is prompted and remediation is possible — related
• A personal utility prompt in journal writing improves learning motivation and comprehension — related
• Self-explaining a worked example of a learning journal entry enhances strategy use and transfer of journal-writing benefits to a new topic — 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 — related
• Reflective Practice Improves Outcomes When Structured — a broader claim this one bears on
• Prompting metacognitive strategies before cognitive strategies improves strategy quality and conceptual knowledge — related