Higher levels of student involvement in self-monitoring lead to stronger intervention effects (preliminary evidence)¶
Claim · All claims
Evidence · 1 study · quant-synthesisr?·q2
Currency · newest study 2016 · 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.
q2 i? Preliminary evidence shows that higher levels of student involvement lead to stronger self-monitoring intervention effects. → Davis 2016
Evidence¶
Davis 2016¶
Davis, J.L., Mason, B.A., Davis, H.S., Mason, R.A., & Crutchfield, S.A. (2016). Self-Monitoring Interventions for Students with ASD: a Meta-analysis of School-Based Research. Review Journal of Autism and Developmental Disorders, 3, 196–208. https://doi.org/10.1007/s40489-016-0076-y
q2 · i? · quant-synthesis · r?
The meta-analysis reports "preliminary evidence shows that higher levels of student involvement lead to stronger intervention effects"; no effect size for this moderator is printed in the supplied text.
"In addition, preliminary evidence shows that higher levels of student involvement lead to stronger intervention effects."
Discussion¶
Learner Variables¶
- Self-Regulation — moderator: an instructional effect differs with it
- Metacognition — moderator: an instructional effect differs with it
Related Claims¶
- Self-regulated learning improves achievement — the general claim this finding bears on, with the studies behind it¶
- Formal concept analysis identifies self-monitoring as the primary developmental gateway and multiple viable pathways to expertise — related
- Higher levels of maternal help, press for intellectual development, and monitoring are associated with poorer children's arithmetic skills — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
student-involvement-stronger-effects |
title |
Higher levels of student involvement in self-monitoring lead to stronger intervention effects (preliminary evidence) |
description |
Higher levels of student involvement in self-monitoring lead to stronger intervention effects (preliminary evidence) |
status |
review |
evidence_strength |
weak |
newest_evidence |
2016 |
source_checked |
2026-10-18 |
generated |
by process:wiki-ingest on 2026-10-15 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — davis-2016 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.