Topic-specificity of reflection modules is not essential for developing strategic approach, unlike for conceptual understanding¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Completion of the angular momentum module did not appear as a significant predictor of strategy score in the hierarchical regression model, while modules 3 and 4 did. → Sijmkens 2024

Evidence¶

Sijmkens 2024¶

Sijmkens, E., De Cock, M., & De Laet, T. (2023). Scaffolding Students' Use of Metacognitive Activities Using Discipline- and Topic-Specific Reflective Prompts. Metacognition and Learning, 18(3), 811–843. https://doi.org/10.1007/s11409-023-09363-w

q2 · i? · associational · r2

Hierarchical regression with strategy score as outcome (N=272). Modules 3 and 4 emerged as significant predictors; module 8 (angular momentum) did not. The 'time and study environment and effort regulation' prescore was also a significant predictor.

"In this case, completion of module 3 and 4 emerged as significant predictors for students' strategic approach (see Table 3 and Table 6 in Appendix C). Completion of the module on angular momentum (module 8), however, did not appear as a significant predictor in the models, confirming that the topic-specificity of the reflection modules is not very important for the development of students' strategic approach."

Discussion¶

Related Claims¶

• Positive relationship between DLC interaction and academic achievement persists when controlling for prior metacognitive abilities — related
• Students who completed more DLC reflection modules exhibited a more strategic approach to solving an exam problem on angular momentum — related
• Completing the topic-specific reflection module on angular momentum yielded a larger effect on strategic approach than completing other modules alone — reports the opposite
• Completion of the angular momentum reflection module is the first significant predictor of conceptual understanding of the related exam problem — related
• Frequent use of reflective prompts related to better strategic problem-solving and conceptual understanding — related