Among low baseline self-efficacy students, favorability toward a format moderated its benefit: tutor favorability favored tutor gains, paper unfavorability favored paper gains¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2026 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Low baseline self-efficacy students more favorable toward computer-based practice benefited more from the tutor, while those less favorable toward paper-based practice benefited more from paper instruction. → Xinfei Cen 2026

Evidence¶

Xinfei Cen 2026¶

Xinfei Cen, Vincent Aleven, Kenneth R. Koedinger, Conrad Borchers, and Paulo F. Carvalho. (2026). Self-Efficacy and Favorability Shape Learning from Tutoring Systems and Paper Practice. https://arxiv.org/abs/2606.17470 doi:10.48550/arxiv.2606.17470

q2 · i? · causal · r2

Figure 3 visualizes the significant three-way interaction, splitting favorability into low, medium, and high levels (mean ± SD). The quoted contrast is the paper-panel pattern; the tutor panel showed the mirrored pattern for computer-based favorability. No effect size printed.

"Specifically, low baseline self-efficacy students who were less favor-able toward paper-based practice benefited more from paper-based instruction, compared to low baseline self-efficacy students who were more favorable toward paper-based practice."

Discussion¶

Learner Variables¶

• Motivation — moderator: an instructional effect differs with it

Related Claims¶

• The effect of practice condition on learning gains was moderated by a three-way interaction of condition, baseline self-efficacy, and favorability — possibly the same claim (merge candidate)
• Students with lower baseline self-efficacy achieved greater learning gains in both practice formats, though the relationship varied with favorability toward each format — related
• Favorability scores were not associated with posttest scores, suggesting they reflect general attitudes toward the practice method — related
• Tutor-based practice produced greater learning gains than paper-based practice on matched problem sets — related
• Each form of accountability can produce favorable or unfavorable effects — related
• Formative assessment shows gains in student self-efficacy and motivation and particular benefits for disadvantaged and low-achieving students — related