Perceived learning control enhanced transfer via knowledge retention only for students in the non-generative conditions (provided examples, instruction only), not for example generators¶

Claim · All claims
Evidence · 1 study (4 entries) · causal r2 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In the provided-examples condition, all direct paths (PC→KR, PC→KT, KR→KT), the indirect effect and the total effect were significant and positive. → Krause-Wichmann 2025 q3 i? In the instruction-only condition, PC→KR and KR→KT were significant but PC→KT was not; the indirect effect was significant, the total effect was not. → Krause-Wichmann 2025 (2) q3 i? In the self-generated-examples condition, the direct, indirect, and total effects all failed statistical significance. → Krause-Wichmann 2025 (3) q3 i? The indirect effect differed significantly between the example-based conditions, more pronounced with provided examples. → Krause-Wichmann 2025 (4)

Evidence¶

Krause-Wichmann 2025¶

Krause-Wichmann, T., Klopp, E., Stark, L., & Stark, R. (2025). Promoting future teachers' pedagogical knowledge: The role of self-generated vs. provided illustrative examples after instruction. Instructional Science. https://doi.org/10.1007/s11251-024-09694-4

q3 · i? · causal · r2

Multi-group mediation analysis (lavaan, one model per condition) in the randomized experiment; Table 4 prints significant positive standardized paths PC→KR = .60, PC→KT = .27, KR→KT = .45, indirect Std = .27, total Std = .54 in I-PE, indicating "all direct paths were significant and positive".

"In contrast, for students who learned with instruction followed by provided examples (I-PE), all direct paths were significant and positive."

Krause-Wichmann 2025 (2)¶

Krause-Wichmann, T., Klopp, E., Stark, L., & Stark, R. (2025). Promoting future teachers' pedagogical knowledge: The role of self-generated vs. provided illustrative examples after instruction. Instructional Science. https://doi.org/10.1007/s11251-024-09694-4

q3 · i? · causal · r2

Mediation analysis for the instruction-only condition; higher perceived control related to transfer only indirectly through knowledge retention, with no significant total effect.

"the direct paths from perceived control to knowledge retention (PC → KR) and from knowledge retention to transfer (KR → KT) were significant, but not the path from perceived control to knowledge transfer (PC → KT). The indirect effect was significant, but the total effect did not reach statistical significance."

Krause-Wichmann 2025 (3)¶

Krause-Wichmann, T., Klopp, E., Stark, L., & Stark, R. (2025). Promoting future teachers' pedagogical knowledge: The role of self-generated vs. provided illustrative examples after instruction. Instructional Science. https://doi.org/10.1007/s11251-024-09694-4

q3 · i? · causal · r2

Mediation analysis for the self-generation condition; neither perceived control nor retention related to transfer, contrary to the hypothesized model.

"In the condition instruction followed by self-generated examples (I-GE), the results of the mediation analysis did not align with our assumptions: The direct, indirect, and total effects failed statistical significance."

Krause-Wichmann 2025 (4)¶

Krause-Wichmann, T., Klopp, E., Stark, L., & Stark, R. (2025). Promoting future teachers' pedagogical knowledge: The role of self-generated vs. provided illustrative examples after instruction. Instructional Science. https://doi.org/10.1007/s11251-024-09694-4

q3 · i? · causal · r2

Wald-test planned contrast of indirect effects across conditions (research question 4); the mediating role of retention was more emphasized with provided than generated examples.

"The contrasts showed a significant difference between the example-based conditions (I-GE/I-PE), with a more pronounced effect in the condition instruction followed by provided examples (I-PE)."

Discussion¶

Related Claims¶

• Quality of self-generated examples correlated with knowledge transfer and perceived learning control but not with knowledge retention — related
• Instruction followed by either self-generated or provided illustrative examples outperformed instruction only on knowledge retention and transfer in student teachers — related
• Instruction-only students perceived learning control comparably high to example generators, while provided-example students perceived lower control — related
• Generating own examples after instruction produced better retention and transfer than studying provided examples — related
• Teacher students who generated their own examples after instruction achieved better retention and transfer than those given examples, with text-only performing worst — a broader claim this one bears on
• Text-structure knowledge in passages and word problems mediates acquisition and cross-domain transfer effects — related