Higher model quality was associated with less goal viewing and note taking, while lab report scores correlated positively with regulative tool use and negatively with helpfile viewing¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2 · i3 large
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Model quality correlated negatively with goal viewing (r=−0.54) and note taking (r=−0.40), and helpfile viewing approached a positive association (p=0.07). → Sarah Manlove 2007 q2 i3 Lab report scores showed significant positive correlations with regulative tool use and negative correlations with helpfile viewing (e.g., structure with helpfiles r=−0.59). → Sarah Manlove 2007 (2)

Evidence¶

Sarah Manlove 2007¶

Sarah Manlove, Ard W. Lazonder & Ton de Jong. (2007). Software scaffolds to promote regulation during scientific inquiry learning. Metacognition Learning. https://doi.org/10.1007/s11409-007-9012-y

q2 · i3 · causal · r2

Correlational analysis across both conditions (Table 3): view goals r=−0.54** and take notes r=−0.40* with model quality; helpfile viewing positive with p=0.07.

"Correlational analyses further revealed that higher model quality scores were associated with lower instances of goal viewing and note taking (see Table 3). The correlation between model quality and helpfile viewing approached significance ( p=0.07), suggesting that dyads who consulted the helpfiles more often also built more accurate models."

Sarah Manlove 2007 (2)¶

Sarah Manlove, Ard W. Lazonder & Ton de Jong. (2007). Software scaffolds to promote regulation during scientific inquiry learning. Metacognition Learning. https://doi.org/10.1007/s11409-007-9012-y

q2 · i3 · causal · r2

Table 3 correlations: view goals with report structure r=0.62** and view helpfiles with report structure r=−0.59**, both p<0.01 two-tailed.

"A reverse pattern was obtained for both lab report scores, with significant positive correlations for frequencies of regulative tool use, and negative correlations for instances of helpfile viewing."

Discussion¶

Related Claims¶

• Full-PC dyads wrote lab reports with significantly better structure and more complete content than empty-PC dyads — related
• In StudyChat, conceptual-understanding behaviors correlate positively with exam outcomes while task-delegating behaviors correlate negatively — related
• In the generalized condition, compliance with several suggested actions was associated with higher essay scores, with one exception: note-taking after the last scaffold was associated with lower essay scores. — related
• Pop-up cues contributed only modestly to note taking, triggering note taking in under 4% of instances — related
• Empty-PC dyads built significantly better domain models than full-PC dyads, an effect concentrated among lower-achieving dyads — related
• Both metacognitive awareness dimensions correlate positively with deep approach and organized studying and negatively with an unreflective approach — related
• Dyads given the full Process Coordinator used the regulative tool about three times as long and twice as often as dyads with the empty version — related