The effectiveness of self: A meta-analysis of using self-referential encoding techniques in education

IF 3.1 2区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL
Zheng Liu, Jiahui Wen, Yikang Liu, Chuan-Peng Hu
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引用次数: 0

Abstract

Background

Self-related information is difficult to ignore and forget, which brings valuable implications for educational practice. Self-referential encoding techniques involve integrating self-referencing cues during the processing of learning material. However, the evidence base and effective implementation boundaries for these techniques in teaching and learning remain uncertain due to research variability.

Aims

The present meta-analysis aims to quantitatively synthesize the results from studies applying self-referential encoding techniques in education.

Methods

The analysis was based on data from 20 independent samples, including 1082 students from 13 primary studies identified through a systematic literature search.

Results

Results from random effect models show that incorporating self-referential encoding techniques improved learning (g = .40, 95% CI [.18, .62]). Subgroup analysis showed that the valence of learning material serves as a significant boundary condition for this strategy. The students' cohorts, types of learning materials, and research context did not moderate the effect sizes.

Conclusions

Our results suggest that incorporating self-referential encoding techniques on negative materials shows an aversive effect. Overall, there is a universal benefit to using self-referential encoding techniques as an appropriate design guideline in educational contexts. Implications for teaching practice and future directions are discussed. Further studies are needed to investigate the effectiveness in more diverse educational and teaching situations.

自我的有效性:在教育中使用自我参照编码技术的荟萃分析。
背景:与自身相关的信息很难被忽视和遗忘,这给教育实践带来了宝贵的启示。自指编码技术涉及在学习材料的处理过程中整合自指线索。然而,由于研究的可变性,这些技术在教学中的证据基础和有效实施边界仍然不确定。目的:本荟萃分析旨在定量综合在教育中应用自指编码技术的研究结果。方法:分析基于20个独立样本的数据,包括通过系统文献检索确定的13项小学研究的1082名学生。结果:随机效应模型的结果表明,结合自参考编码技术提高了学习(g = .40,95%CI[18,.62])。亚组分析表明,学习材料的化合价是该策略的重要边界条件。学生的群体、学习材料的类型和研究背景并没有调节影响大小。结论:我们的研究结果表明,在阴性材料上结合自我参考编码技术显示出厌恶的效果。总的来说,在教育环境中使用自我参考编码技术作为适当的设计指南是普遍的好处。讨论了对教学实践的启示和今后的发展方向。需要进一步的研究来调查在更多样化的教育和教学情况下的有效性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
7.70
自引率
2.70%
发文量
82
期刊介绍: The British Journal of Educational Psychology publishes original psychological research pertaining to education across all ages and educational levels including: - cognition - learning - motivation - literacy - numeracy and language - behaviour - social-emotional development - developmental difficulties linked to educational psychology or the psychology of education
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