Learning outcomes and skill transfer/retention show a bidirectional but developmentally asymmetrical longitudinal relationship, with prior learning exerting the stronger forward influence¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2026 · not yet checked against its sources · 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.
q2 i? In a three-wave cross-lagged panel model, prior learning outcomes exerted a stronger forward influence on later skill transfer than the reverse pathway, after accounting for temporal stability. → Min Jou 2026
Evidence¶
Min Jou 2026¶
Min Jou, Yungwei Hao. (2026). Dual empowerment in VR-based technical training: longitudinal evidence of developmental dynamics in learning outcomes and skill transfer. Education Tech Research Dev. https://doi.org/10.1007/s11423-026-10654-7
q2 · i? · associational · r2
Three-wave CLPM (T1 Week 2, T2 Week 10, T3 Week 18; N = 216) estimated with covariance-based SEM including autoregressive stability paths, cross-lagged paths, and within-wave correlations. The article reports the asymmetrical LO→STR dominance; no printed cross-lagged coefficient is available in the supplied text.
"Longitudinal findings further revealed a bidirectional but developmentally asymmetrical relationship between LO and STR, in which prior learning outcomes exerted a stronger forward influence on later skill transfer than the reverse pathway, after accounting for temporal stability."
Discussion¶
Related Claims¶
- Across basic and extended RI-CLPMs and CLPMs of five-wave secondary-school data, math self-concept and achievement show consistent reciprocal (bidirectional) directional ordering — related
- Longitudinal studies suggest reciprocal associations between some SECs and student engagement over time — related
- Adding cross-lagged effects significantly improves model fit over autoregressive models for every model tested — related
- Student-teacher closeness, conflict and dependency, students' motivation, and academic achievement inform each other across the elementary grades — related
- The choice of longitudinal statistical model can determine whether reciprocal motivation-achievement relations are found — related
- Learning outcomes and skill transfer/retention are moderately strongly correlated at each of the three measurement waves — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
lo-str-bidirectional-asymmetrical-coupling |
title |
Learning outcomes and skill transfer/retention show a bidirectional but developmentally asymmetrical longitudinal relationship, with prior learning exerting the stronger forward influence |
description |
Learning outcomes and skill transfer/retention show a bidirectional but developmentally asymmetrical longitudinal relationship, with prior learning exerting the stronger forward influence |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-29 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — min-jou-2026 |
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