Teacher-directed instruction is negatively related to children's restudy effectiveness and self-monitoring accuracy¶

Claim · All claims
Evidence · 1 study · associational r2 · q2 · i1 small
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i1 Frequency of teacher-directed instructions was negatively related to children's strategic selection of incorrectly answered items for restudy (β = −.17, p = .038). → Mariëtte H. van Loon 2021 q2 i2 More teacher-directed instruction was related to less accurate discrimination between correct and incorrect responses in confidence judgments (β = −.26, p = .001). → Mariëtte H. van Loon 2021

Evidence¶

Mariëtte H. van Loon 2021¶

Mariëtte H. van Loon, et al. (2021). Connecting teachers' classroom instructions with children's metacognition and learning in elementary school. Metacognition and Learning. https://doi.org/10.1007/s11409-020-09248-2

q2 · i1 · associational · r2

Multilevel regression of instructional practices (Table 5b, 5c). Teacher-directed practices predicted restudy effectiveness β = −.17, p = .038 and self-monitoring accuracy β = −.26, p = .001, while both practice types positively predicted performance (β = .09 each).

"the frequency of teacher-directed instructions was negatively related to children's ability to strategically select the items for restudy for which their responses were incorrect."

Discussion¶

Related Claims¶

• More frequent cognitive strategy instruction is negatively related to the effectiveness of children's restudy selections — related
• Teaching cognitive strategies is associated with more accurate self-monitoring, while metacognitive strategy instruction shows no relation — related
• Child-centered instruction positively predicts children's self-monitoring accuracy and, for second graders, restudy effectiveness — related
• Effective restudy selection is the metacognitive skill that most distinguishes children's profiles — related