Self-verbalization / self questioning
Overview
- Influence: Self-verbalization / self questioning
- Domain: Student Learning Strategies
- Sub-Domain: Meta-cognitive/self-regulated learning
- Potential to Accelerate Student Achievement: Potential to considerably accelerate
- Influence Definition: Self-verbalization (talking to oneself about a difficult intellectual task) and self-questioning (interrogating oneself about the information one encounters) are both cognitive tools, and both have been associated with higher levels of understanding. Indeed, numerous studies have directed students to ask themselves different types of questions while reading (higher-order questions about meaning; self-monitoring questions about the reading process; or questions about relevant prior knowledge).
Evidence
- Number of meta-analyses: 11
- Number of studies: 521
- Number of students: 10,352
- Number of effects: 1,624
- Effect size: 0.59
Meta-Analyses
| Journal Title | Author | First Author's Country | Article Name | Year Published | Variable | Number of Studies | Number of Students | Number of Effects | Effect Size |
|---|---|---|---|---|---|---|---|---|---|
| Unpublished Thesis/Contractor Report | Rock | USA | Factors Associated with Decline of Test Scores of High School Seniors, 1972 to 1980. A Study of Excellence in High School Education | 1985 | Special Ed self-instructional training | 47 | 1,398 | 684 | 0.51 |
| Nature: Science of Learning | Donoghue & Hattie | Australia | Learning strategies: A synthesis and conceptual model | 2018 | Self-verbalizing and self questioning | 93 | 804 | 93 | 0.54 |
| Unpublished Thesis | Duzinski | USA | The educational utility of cognitive behavior modification strategies with children: a quantitative synthesis | 1987 | Self-verbalizing instruction training | 45 | 0 | 377 | 0.84 |
| Unpublished Thesis | Huang | USA | A meta-analysis of student self-questioning strategies. | 1991 | Student self-questioning | 21 | 1,700 | 89 | 0.58 |
| Unpublished Thesis | Lavery | Self-regulated learning for academic success: An evaluation of instructional techniques | 2008 | Self verbalizing the steps in a problem | 124 | 0 | 124 | 0.62 | |
| Mid-Continent Research for Education and Learning | Marzano, Gaddy, & Dean | What Works in Classroom Instruction | 2000 | Process specification & monitoring | 15 | 0 | 15 | 0.30 | |
| Mid-Continent Research for Education and Learning | Marzano, Gaddy, & Dean | What Works in Classroom Instruction | 2000 | Dispositional monitoring | 15 | 0 | 15 | 0.30 | |
| Doctoral Dissertation | Lavery | Self-regulated learning for academic success: An evaluation of instructional techniques | 2008 | Self-consequences | 75 | 0 | 75 | 0.70 | |
| AERA Conference | Bisra, Liu, & Salimi | Canada | 2015 | Self-explanation | 14 | 0 | 14 | 1.08 | |
| Educational Psychology Review | Bisra, Liu, Nesbit, Salimi, & Winne | Canada | Inducing self-explanation: A meta-analysis | 2018 | Self-explanation | 64 | 5,917 | 69 | 0.55 |
| Doctoral Dissertation | Lavery | Self-regulated learning for academic success: An evaluation of instructional techniques | 2008 | Self-explanation | 8 | 533 | 69 | 0.50 | |
| TOTAL/AVERAGE | 521 | 10,352 | 1,624 | 0.59 | |||||
Confidence
The Confidence is the average of these four measures, each divided into five approximately equal groups and assigned a value from 1 to 5 based on the following criteria:
-
Number of Meta-analyses
- 1 = 1
- 2 = 2–3
- 3 = 4–6
- 4 = 7–9
- 5 = 10+
-
Number of Studies
- 1 = 1–10
- 2 = 11–50
- 3 = 51–200
- 4 = 201–400
- 5 = 400+
-
Number of Students
- 1 = 1–2,500
- 2 = 2,501–10,000
- 3 = 10,000–20,000
- 4 = 20,000–100,000
- 5 = 100,001+
-
Number of Effects
- 1 = 1–100
- 2 = 101–300
- 3 = 301–600
- 4 = 601–1,200
- 5 = 1,200+
| Number of Meta-Analyses | Number of Studies | Number of Students | Number of Effects | Overall Confidence | |
|---|---|---|---|---|---|
| Confidence Factor | 5 | 5 | 3 | 5 | 5 |