Completing the think sheet more accurately was associated with higher comprehension, transfer, and regulation decision adequacy¶

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

Subclaims¶

q3 i? The number of points achieved on the think sheet had significant positive main effects on comprehension, transfer, and regulation decision adequacy. → Anja Prinz-Weiß & Elisa Röhm 2025

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

Moderation analyses with think-sheet points as predictor and instructional method (think-sheet vs. think-sheet-reflection) as moderator showed "significant positive main effects of the number of points" on all three outcomes; no interaction effects appeared. No effect sizes are printed.

"There were significant positive main effects of the number of points concerning comprehension, b = 0.55, SE = 0.10, t(59) = 5.31, p <.001, transfer, b = 0.32, SE = 0.13, t(59) = 2.48, p = .016, and regulation decision adequacy, b = 0.08, SE = 0.03, t(59) = 2.50, p = .015."

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 — related
• Adequacy of regulation decisions did not depend on misconceptions or instructional method — related
• Judgment accuracy of comprehension did not depend on misconceptions or instructional method — related
• Think sheets counteracted the positive effect of misconceptions on transfer in the control group, though the overall interaction only approached significance — related
• Misconceptions did not impair transfer in the strong control condition, but learners with more misconceptions in the think-sheet group transferred better — related
• Learners with more misconceptions who completed a think sheet were more underconfident in predicting their transfer performance — related
• 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 made more overconfident comprehension predictions after a standard text with a misconception list, an association not seen with refutation texts or think sheets — related