Planner and reviser questionnaire scores show frequency main effects on several online activities, with no interaction with episode¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Planner scores had significant main effects on reading the assignment, planning, text production and revising. → Tillema 2011 q2 i? Reviser scores had significant main effects on planning and reading own text. → Tillema 2011 (2)

Evidence¶

Tillema 2011¶

Tillema, M., van den Bergh, H., Rijlaarsdam, G., & Sanders, T. (2011). Relating self reports of writing behaviour and online task execution using a temporal model. Metacognition and Learning. https://doi.org/10.1007/s11409-011-9072-x

q2 · i? · associational · r1

Overview of multilevel regression effects (Table 4) for the 20 students' protocols. The article reports significant main effects of planner scores on four activities, and states that for text production the higher the offline planner score, the more text production activities occur.

"Table 4 shows that there is a main effect of planner scores on four of the six online activities, namely reading the assignment , planning, text production and revising."

Tillema 2011 (2)¶

Tillema, M., van den Bergh, H., Rijlaarsdam, G., & Sanders, T. (2011). Relating self reports of writing behaviour and online task execution using a temporal model. Metacognition and Learning. https://doi.org/10.1007/s11409-011-9072-x

q2 · i? · associational · r1

Same Table 4 overview of effects for the 20 students. The article reports that for reading own text, the higher the offline reviser score, the less reading own text occurs, and that the higher the reviser score, the more planning occurred in total.

"Significant main effects of reviser scores exist for the activities planning and reading own text."

Discussion¶

Related Claims¶

• In the case study, the student with the most coded activities scored highest on the questionnaire and the student with the fewest scored lowest, but all four over-rated Orienting & planning relative to their protocols — related
• Reported planner scores interact with episode: high planners plan more at the start and less at the end of task execution — reports the opposite
• SRL writing-stage clusters differed in production and revision but not in pausing — related
• The occurrence of six (meta)cognitive writing activities varies significantly across episodes of task execution — related
• No effects of reported planner or reviser scores were found on evaluating own text — related
• Reported reviser scores interact with episode for reading the assignment, with the effect reversing from episode 2 onwards — related