Task performance does not affect primary school students' regulation accuracy awareness¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The cross-level interaction between regulation judgment accuracy and mean task performance on SOJ-r was not significant for either task, indicating performance level does not moderate regulation accuracy awareness. → Oudman 2024

Evidence¶

Oudman 2024¶

Oudman, S., van de Pol, J., Janssen, E., & van Gog, T. (2024). Primary school students' awareness of their monitoring and regulation judgment accuracy. Learning and Instruction, 92, 101907. https://doi.org/10.1016/j.learninstruc.2024.101907

q3 · i? · causal · r1

Cross-level interaction analysis in the same multilevel models testing whether mean task performance moderated the regulation accuracy–SOJ-r relationship. Non-significant for both multiplication and division tasks, so regulation accuracy awareness did not differ as a function of students' problem-solving performance.

"For both the multiplication and division task, the cross-level interaction term between students' regulation judgment accuracy and their mean performance had no significant effect on their SOJ-r (see M2 in Table 3), indicating that students' mean performance had no impact on their regulation accuracy awareness before self-scoring."

Discussion¶

Related Claims¶

• Self-scoring improved regulation accuracy awareness only for students whose regulation judgment accuracy increased or stayed maximally accurate — related
• Task performance does not affect primary school students' monitoring accuracy awareness — related
• Students feel quite confident about their monitoring and regulation judgments even before self-scoring — related
• Self-scoring improves primary school students' regulation judgment accuracy in mathematics — related