To What Extent Do Situation-Model-Approach Interventions Improve Relative Metacomprehension Accuracy? Meta-Analytic Insi
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To What Extent Do Situation-Model-Approach Interventions Improve Relative Metacomprehension Accuracy? Meta-Analytic Insights Anja Prinz 1
& Stefanie Golke
1
& Jörg Wittwer
1
Published online: 14 October 2020 # The Author(s) 2020
Abstract
This meta-analysis investigated the extent to which relative metacomprehension accuracy can be increased by interventions that aim to support learners’ use of situation-model cues as a basis for judging their text comprehension. These interventions were delayedsummary writing, delayed-keywords listing, delayed-diagram completion, selfexplaining, concept mapping, rereading, and setting a comprehension-test expectancy. First, the general effectiveness of situation-model-approach interventions was examined. The results revealed that, across 28 effect sizes (comprising a total of 2,236 participants), situation-model-approach interventions exerted a medium positive effect (g = 0.46) on relative metacomprehension accuracy. Second, the interventions were examined individually. The results showed that, with the exception of self-explaining, each intervention had a significant positive effect on relative metacomprehension accuracy. Yet, there was a tendency for setting a comprehension-test expectancy to be particularly effective. A further meta-analysis on comprehension in the selected studies revealed that, overall, the situation-model-approach interventions were also beneficial for directly improving comprehension, albeit the effect was small. Taken together, the findings demonstrate the utility of situation-model-approach interventions for supporting self-regulated learning from texts. Keywords Interventions . Meta-analysis . Metacomprehension accuracy . Relative accuracy . Situation-model approach
* Anja Prinz [email protected]–freiburg.de
1
Department of Educational Science, University of Freiburg, Rempartstrasse 11, 79098 Freiburg, Germany
918
Educational Psychology Review (2020) 32:917–949
Introduction Much of the learning students engage in is based on reading text material. For example, students complete reading assignments, review class notes, and read books and articles for writing a term paper. When doing so, they must monitor and judge their comprehension of the material. Students who more accurately judge which material they have comprehended well and which material they have comprehended less well—that is, students who exhibit greater relative metacomprehension accuracy—can better regulate their learning, for instance, by selectively restudying. This adaptive regulation in turn results in an improved comprehension (e.g., Rawson et al. 2011; Shiu and Chen 2013; Thiede et al. 2003, 2012). However, learners typically reveal poor relative metacomprehension accuracy (see, e.g., Prinz et al. 2020; Thiede et al. 2009). One major reason for inaccurate metacomprehension is that learners base their judgments on inappropriate cues (e.g., quantity of recallable details; Thiede et al. 2010). Hence, interventions to support learners to use more appropriate cues (e.g., reproduc
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