Students exposed to failure-driven scaffolding demonstrated higher quality of constructive reasoning¶
Claim · All claims
Evidence · 1 study · causalr?·q3
Currency · newest study 2021 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Despite similar posttest conceptual understanding, students under failure-driven scaffolding showed higher quality of constructive reasoning than students under success-driven scaffolding. → Sinha 2021
Evidence¶
Sinha 2021¶
Sinha, T., Kapur, M., West, R., Catasta, M., Hauswirth, M., & Trninic, D. (2021). Differential Benefits of Explicit Failure-Driven and Success-Driven Scaffolding in Problem-Solving Prior to Instruction. Journal of Educational Psychology, 113(3), 530–555. https://doi.org/10.1037/edu0000483
q3 · i? · causal · r?
In the same classroom intervention (N = 221), the failure-driven scaffolding condition showed a differential benefit on constructive reasoning quality relative to success-driven scaffolding, as the article reports students "demonstrated higher quality of constructive reasoning."
"Students exposed to failure-driven scaffolding, however, demonstrated higher quality of constructive reasoning."
Discussion¶
Related Claims¶
- PF design fidelity predicts larger PS-I effects, with four fidelity criteria showing significant subgroup differences — the general claim this finding bears on, with the studies behind it
- Failure-driven and success-driven scaffolding before instruction produce similar posttest conceptual understanding — related
- Emotion dynamics during problem-solving predict learning outcomes in a manner that depends on scaffolding design — related
- Guidance during initial problem solving does not translate into better learning from subsequent instruction — related
- Differential scaffold benefits were more salient for the more difficult learning concept — related
- Exposing young children to early math concepts supports reasoning, problem solving, and later success in and out of school — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
failure-driven-scaffolding-higher-quality-constructive-reasoning |
title |
Students exposed to failure-driven scaffolding demonstrated higher quality of constructive reasoning |
description |
Students exposed to failure-driven scaffolding demonstrated higher quality of constructive reasoning |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2021 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-15 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — sinha-2021 |
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