Model-observer gender combination affects mental effort invested during example study: male students invest less effort with a male model, female students more effort with a male model¶

Claim · All claims
Evidence · 1 study (3 entries) · causal r2 · q3 · i1–i2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 The Gender Model x Gender Observer interaction on invested mental effort during example study was significant (gp 2 = .031). → Vincent Hoogerheide 2016 q3 i2 For male students, studying a male model example was less effortful than a female model (d = 0.486). → Vincent Hoogerheide 2016 (2) q3 i2 For the male model, female students invested more effort than male students (d = 0.585). → Vincent Hoogerheide 2016 (3)

Evidence¶

Vincent Hoogerheide 2016¶

Vincent Hoogerheide, Sofie M. M. Loyens, Tamara van Gog. (2016). Learning from video modeling examples: does gender matter? Instructional Science, 44, 69-86. https://doi.org/10.1007/s11251-015-9360-y

q3 · i1 · causal · r2

2x2 ANOVA on mental effort during example study (Paas 9-point scale): significant interaction with printed effect size "gp 2 = .031"; no significant main effects of model or observer gender.

"The inter- action effect between Gender Model and Gender Observer was significant, F(1, 159) = 5.03, p = .026, gp 2 = .031."

Vincent Hoogerheide 2016 (2)¶

Vincent Hoogerheide, Sofie M. M. Loyens, Tamara van Gog. (2016). Learning from video modeling examples: does gender matter? Instructional Science, 44, 69-86. https://doi.org/10.1007/s11251-015-9360-y

q3 · i2 · causal · r2

Follow-up comparison within male observers: studying the male model (M = 2.24) was less effortful than the female model (M = 2.97), "d = 0.486" (medium effect).

"it was less effortful for them to study an example by a male ( M = 2.24, SD = 1.28) than a female model ( M = 2.97, SD = 1.72), t(74) = 2.12, p = .037, d = 0.486 (medium effect; Cohen 1988)."

Vincent Hoogerheide 2016 (3)¶

Vincent Hoogerheide, Sofie M. M. Loyens, Tamara van Gog. (2016). Learning from video modeling examples: does gender matter? Instructional Science, 44, 69-86. https://doi.org/10.1007/s11251-015-9360-y

q3 · i2 · causal · r2

Follow-up comparison within the male-model condition: female students (M = 3.11) invested more effort than male students (M = 2.24), "d = 0.585" (medium effect).

"observing a male model was more effortful for female students (M = 3.11, SD = 1.69) than male students (M = 2.24, SD = 1.28), t(80) = 2.62, p = .011, d = 0.585 (medium effect; Cohen 1988)."

Discussion¶

Related Claims¶

• Expert example standards increase subjective task difficulty and mental effort during example evaluation — related
• Model gender and observer gender do not affect learning outcomes or near transfer from video modeling examples — related
• Judgment-of-learning accuracy after video modeling examples does not differ by model or observer gender, and students of both genders predict their performance accurately — related
• Learning from a male model is more enjoyable and leads to greater willingness to receive similar instruction for male students than for female students — related
• Observing a male model enhances perceived competence more from pretest to posttest than observing a female model, for both male and female observers — related
• Male secondary students report higher self-efficacy than female students after learning from video modeling examples, without higher performance — related
• Emotion affects motivation, which in turn affects mental effort investment during learning — related
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