Strategy efficacy beliefs shift toward the strategy a student chooses: choosers of blocked practice raised blocked beliefs and lowered interleaved beliefs, and vice versa¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r3 · q3 · i3 large
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 For participants who chose blocked practice, a significant time × strategy belief interaction (ηp2 = 0.43) reflected rising blocked-efficacy beliefs and falling interleaved-efficacy beliefs. → Onan 2022 q3 i3 For participants who chose interleaved practice, a significant time × strategy belief interaction (ηp2 = 0.54) reflected falling blocked-efficacy beliefs and rising interleaved-efficacy beliefs. → Onan 2022 (2)

Evidence¶

Onan 2022¶

Onan, E., Wiradhany, W., Biwer, F., Janssen, E. M., & de Bruin, A. B. H. (2022). Growing Out of the Experience: How Subjective Experiences of Effort and Learning Influence the Use of Interleaved Practice. Educational Psychology Review. https://doi.org/10.1007/s10648-022-09692-3

q3 · i3 · causal · r3

Within-subjects ANOVA on efficacy beliefs for the 90 participants who chose blocked practice. The interaction was significant, F(1, 89) = 66.71, p < 0.001, ηp2 = 0.43; pairwise comparisons showed blocked beliefs rose (M 4.42 to 4.99) and interleaved beliefs fell (M 3.59 to 2.80).

"we found a sig- nificant time × strategy belief interaction, F(1, 89) = 66.71, p < 0.001, ηp2 = 0.43."

Onan 2022 (2)¶

Onan, E., Wiradhany, W., Biwer, F., Janssen, E. M., & de Bruin, A. B. H. (2022). Growing Out of the Experience: How Subjective Experiences of Effort and Learning Influence the Use of Interleaved Practice. Educational Psychology Review. https://doi.org/10.1007/s10648-022-09692-3

q3 · i3 · causal · r3

Within-subjects ANOVA on efficacy beliefs for the 60 participants who chose interleaved practice. The interaction was significant, F(1,59) = 68.174, p < 0.001, ηp2 = 0.54; blocked beliefs fell (M 4.50 to 3.58) and interleaved beliefs rose (M 3.75 to 4.70).

"there was a significant time × strategy belief interaction, F(1,59) = 68.174, p < 0.001, ηp2 = 0.54."

Discussion¶

Learner Variables¶

• Self-Efficacy — outcome: instruction changes it
• Self-Regulation — outcome: instruction changes it

Related Claims¶

• Qualitative findings: students initially held inaccurate beliefs about strategy efficacy, and high effort from interleaved practice was misinterpreted as a sign of poor learning — related
• Interleaved practice yields better category learning than blocked practice, and students who choose interleaved practice outperform those who choose blocked practice on novel materials — related
• The share of students choosing interleaved practice rose from 13% to 40% across the session, but the visual feedback prompt did not further increase interleaved practice choices — related
• Perceived effort is higher and perceived learning lower for interleaving than blocking, and experience-mediated increases in perceived learning raise interleaving choices — related