The effect of practice condition on learning gains was moderated by a three-way interaction of condition, baseline self-efficacy, and favorability¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2026 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? The three-way interaction between self-efficacy, favorability, and training condition significantly predicted learning gains (t(99.8) = −2.58, p = .011). → Xinfei Cen 2026

Evidence¶

Xinfei Cen 2026¶

Xinfei Cen, Vincent Aleven, Kenneth R. Koedinger, Conrad Borchers, and Paulo F. Carvalho. (2026). Self-Efficacy and Favorability Shape Learning from Tutoring Systems and Paper Practice. https://arxiv.org/abs/2606.17470 doi:10.48550/arxiv.2606.17470

q2 · i? · causal · r2

Omnibus three-way interaction from the linear mixed-effects model of learning gains (Table 1) in the 54-student analytic sample (of 97 students in the dataset): "t(99.8) =−2.58,p=.011" (unstandardized estimate −0.631, SE 0.245). No standardized effect size is printed, so the magnitude is coded i?; the interaction itself was significant.

"Thethree-wayinteractionbetweenself-efficacy,favorability,andtrainingcondition was also significant,t(99.8) =−2.58,p=.011, indicating that the impact of initial self-efficacy on learning gains varied based on both favorability and training condition."

Discussion¶

Learner Variables¶

• Motivation — moderator: an instructional effect differs with it
• Self-Efficacy — moderator: an instructional effect differs with it

Related Claims¶

• Among low baseline self-efficacy students, favorability toward a format moderated its benefit: tutor favorability favored tutor gains, paper unfavorability favored paper gains — possibly the same claim (merge candidate)
• ITS-based practice did not improve post-training self-efficacy relative to paper-based practice; baseline self-efficacy was the primary determinant — related
• Students with lower baseline self-efficacy achieved greater learning gains in both practice formats, though the relationship varied with favorability toward each format — related
• Tutor-based practice produced greater learning gains than paper-based practice on matched problem sets — related