Think sheets counteracted the positive effect of misconceptions on transfer in the control group, though the overall interaction only approached significance¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The overall interaction between misconceptions and instructional method on transfer failed to reach significance (ΔR² = .06, p = .082). → Anja Prinz-Weiß & Elisa Röhm 2025 q3 i? In the control group, misconceptions had a significant positive effect on transfer (b = 0.55, p = .021), and the think sheet/control interaction was significant (b = -0.61, p = .035), while the think-sheet-reflection interaction reached only p = .057. → Anja Prinz-Weiß & Elisa Röhm 2025 (2)

Evidence¶

Anja Prinz-Weiß & Elisa Röhm 2025¶

Anja Prinz-Weiß & Elisa Röhm. (2025). To what extent can think sheets with or without reflection prompts support self-regulated learning from text? Metacognition and Learning. https://doi.org/10.1007/s11409-025-09419-z

q3 · i? · causal · r2

Regression analysis on transfer in the three-group online experiment showed the overall interaction "failed to reach significance, Δ R2 = .06, F(2, 86) = 2.57, p = .082".

"In the analysis on transfer, the overall interaction between number of misconceptions before studying and instructional method failed to reach significance, Δ R2 = .06, F(2, 86) = 2.57, p = .082."

Anja Prinz-Weiß & Elisa Röhm 2025 (2)¶

Anja Prinz-Weiß & Elisa Röhm. (2025). To what extent can think sheets with or without reflection prompts support self-regulated learning from text? Metacognition and Learning. https://doi.org/10.1007/s11409-025-09419-z

q3 · i? · causal · r2

Conditional effects showed a significant positive misconception effect in the control group; per Table 6, the think sheet/control interaction was significant (b = -0.61, p = .035) and think sheet reflection/control reached p = .057, so evidence is mixed.

"the number of misconceptions had a significant positive effect on transfer in the control group, b = 0.55, SE = 0.23, t(86) = 2.36, p = .021."

Discussion¶

Related Claims¶

• Under reading-only, students with more misconceptions achieved better comprehension, but completing a think sheet removed this effect of misconceptions on comprehension
• Completing the think sheet more accurately was associated with higher comprehension, transfer, and regulation decision adequacy — related
• Adequacy of regulation decisions did not depend on misconceptions or instructional method — related
• Misconceptions did not impair transfer in the strong control condition, but learners with more misconceptions in the think-sheet group transferred better — reports the opposite
• Misconceptions impair comprehension of a standard text, and both a refutation text and a think sheet compensate for this detrimental effect — related
• Learners with more misconceptions who completed a think sheet were more underconfident in predicting their transfer performance — related