Performance Expectancies Moderate the Effectiveness of More or Less Generative Activities Over Time.

ABSTRACT: We examined if the benefits of generation for long-term learning depend on individual differences in performance expectancies (PEs) prior to learning. We predicted that a greater generative activity (problem-solving) compared to less generative activity (worked-examples) should be more effective for pupils with higher PEs, especially in the long run. As a comparison group for problem-solving, we implemented a special type of worked-examples that decreased engaging in self-explanations, because our main prediction focused on PEs moderating the long-term effectivity of less versus greater generative activities. We tested students' immediate and delayed performance (after 3 months) using coherent curricular materials on linear functions in a sample of eighth graders (advanced school track). T

SUBMITTER: Reinhard MA 

PROVIDER: S-EPMC6713021 | biostudies-literature | 2019

REPOSITORIES: biostudies-literature