Training activity scores in cognitive, metacognitive, and behavioral/environmental regulation each significantly related to subsequent exam performance after controlling for prior knowledge¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Partial correlations controlling for the anatomy and physiology pretest showed higher training scores in all three skill topics related to higher second and final exam scores. → Matthew L. Bernacki 2023
Evidence¶
Matthew L. Bernacki 2023¶
Matthew L. Bernacki, Megan Claire Cogliano, Shelbi L. Kuhlmann, Jenifer Utz, Christy Strong, Jonathan C. Hilpert, Jeffrey A. Greene. (2023). Relations between undergraduates’ self-regulated learning skill mastery during digital training and biology performance. Metacognition and Learning. https://doi.org/10.1007/s11409-023-09356-9
q2 · i? · associational · r2
Preliminary partial correlational analyses in Study 1 (n = 49) compared training scores to the second and final exam controlling for pretest score. The article reports that "Partial correlations revealed that training of cognitive strategies, metacognitive strategies, and behavioral and environmental regulation strategies significantly related to the second exam and final exam performance."
"Partial correlations revealed that training of cognitive strategies, metacognitive strategies, and behavioral and environmental regulation strategies significantly related to the second exam and final exam performance."
Discussion¶
Related Claims¶
- Completing the Science of Learning to Learn training conferred an effect of about one-third of a letter grade (d ~ 0.3) on subsequent quizzes and exams in the original randomized study
- Declarative and conceptual levels of learning-skill mastery predicted biology exam performance, but application-level knowledge did not
- In authentic undergraduate courses, taking more voluntary practice tests predicts higher final-exam performance, with and without corrective feedback — related
- Behavioral and environmental regulation knowledge demonstrated during digital SRL training predicted biology midterm and final exam grades, while knowledge of SRL processes did not — related
- Behavioral and environmental regulation knowledge during digital SRL training predicted biology exam performance — related
- Micro-analytic self-report questions predict exam performance better than the MSLQ, which did not correlate with exam scores — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
training-scores-partial-correlations-exams |
title |
Training activity scores in cognitive, metacognitive, and behavioral/environmental regulation each significantly related to subsequent exam performance after controlling for prior knowledge |
description |
Training activity scores in cognitive, metacognitive, and behavioral/environmental regulation each significantly related to subsequent exam performance after controlling for prior knowledge |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — matthew-l-bernacki-2023 |
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