Year-long hybrid versus non-hybrid metacognitive skill training design with strategy crossover

Design · All designs
Evidence · 5 claims (4 for, 1 mixed) · 3 studies (3 causal), q2–q3 · 1 of 3 report an effect size · 5 claims rest on one study

Description

The study trained 243 fifth-grade students from two German secondary schools across one full school year. For the first 15 weeks of 90-minute training, students were randomly assigned to two hybrid conditions (metacognitive skills with conducting experiments, or with text highlighting) or one non-hybrid condition; in the second 15 weeks all groups received non-hybrid training in the cognitive strategy not trained before, so "the cognitive strategy of the second half of the school year represented a new strategy for all participants." Transfer was tested at T2 and T3.

Design Implications

Context

Requirements

• Random assignment to conditions and a second-half strategy crossover so that transfer of metacognitive skills to a new cognitive strategy could be observed

Constraints

• Not all students were present at all times of measurement; 159 participants provided complete data for RQ 1 and 183 for RQ 2

Target Learners

• fifth-grade students in German secondary schools

Learning Goals

• spontaneous transfer of metacognitive skills and content knowledge acquisition in science learning tasks

Claims

• Hybrid training improves fifth-graders' application of metacognitive skills in near-transfer tasks compared to non-hybrid and control training [+M]
• Hybrid training fosters far transfer of metacognitive skills to a new cognitive strategy, though one hybrid condition did not beat control [+M]
• Cognitive strategy application in a far-transfer task after hybrid training depends on the specific strategy: text highlighting transferred, conducting experiments did not versus non-hybrid training [~M]
• Training in metacognitive regulation combined with a cognitive learning strategy transfers to better metacognitive regulation of mental effort (far transfer), with small effect sizes [+M]
• The four aggregated non-hybrid training groups did not differ on the dependent variables of the analyses [+M]

Related Designs

Examples

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Key Sources

• Stebner, F., Schuster, C., Weber, X.-L., Greiff, S., Leutner, D., & Wirth, J. (2022). Transfer of metacognitive skills in self-regulated learning: effects on strategy application and content knowledge acquisition. Metacognition and Learning, 17, 715-744. https://doi.org/10.1007/s11409-022-09322-x

Page metadata

Field	Value
type	design
id	hybrid-non-hybrid-training-design-stebner-2022
title	Year-long hybrid versus non-hybrid metacognitive skill training design with strategy crossover
description	The study trained 243 fifth-grade students from two German secondary schools across one full school year.
status	review
generated	by process:settle-candidates on 2026-10-19
trust	unverified — no one has confirmed this page's content
sources	1 — stebner-2022

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