Differential scaffold benefits were more salient for the more difficult learning concept¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The differences between failure-driven and success-driven scaffolding were more salient for the learning concept with greater difficulty. → 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?

Moderator analysis within the classroom intervention (N = 221): the article reports the differential scaffold trends "were more salient for the learning concept with greater difficulty," indicating concept difficulty moderated the scaffolding effects.

"These trends were more salient for the learning concept with greater difficulty."

Discussion¶

Related Claims¶

• Students exposed to failure-driven scaffolding demonstrated higher quality of constructive reasoning — related
• 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
• Unsuccessful retrieval attempts confer a smaller benefit to future performance than successful retrievals, whose advantage grows with item difficulty — related
• Retrieval Failure Reduces Benefit — related
• Coping versus mastery model benefits depend on task difficulty and observers' prior success — related
• Task difficulty moderated the facilitating effect of flexibility on ideal manipulation only, with the effect more salient for harder tasks — related