Causal diagramming to improve students' monitoring accuracy and text comprehension: Effects of diagram standards and self‐scoring instructions

Author:

Braumann Sophia1ORCID,van Wermeskerken Margot1ORCID,van de Pol Janneke1,Pijeira‐Díaz Héctor J.2,de Bruin Anique B. H.2,van Gog Tamara1

Affiliation:

1. Department of Education Utrecht University Utrecht The Netherlands

2. Department of Educational Development and Research Maastricht University Maastricht MD The Netherlands

Abstract

AbstractStudents' monitoring of their text comprehension must be accurate for self‐regulated learning to be effective. Completing causal diagrams after reading (i.e., diagramming) already improves students' monitoring accuracy to some extent. We investigated whether providing secondary school students with a standard (i.e., correctly completed) diagram and self‐scoring instructions would further improve their monitoring accuracy and text comprehension in a delayed (Experiment 1; n = 98) or immediate (Experiment 2; n = 177) diagramming design. Self‐scoring instructions did not improve monitoring accuracy or text comprehension compared to the control condition(s) in either experiment. Presumably, students self‐scored their diagrams even without instructions to do so. In contrast to findings from prior diagramming research without standards, an explorative analysis suggests that delayed and immediate diagramming did not produce differences in monitoring accuracy. Immediate diagramming, however, led to better text comprehension than delayed diagramming and may therefore be preferable over delayed diagramming under certain conditions.

Funder

Nationaal Regieorgaan Onderwijsonderzoek

Publisher

Wiley

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