Self-explaining a worked example of a learning journal entry enhances strategy use and transfer of journal-writing benefits to a new topic¶

Claim · All claims
Evidence · 1 study · review r2 · q3
Currency · newest study 2020 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Hübner et al. (2010) found self-explaining a learning journal example strongly enhanced elaborative strategies in training and transfer sessions and strongly improved learning outcomes on the transfer topic. → Nückles 2020

Evidence¶

Nückles 2020¶

Nückles, M., Roelle, J., Glogger-Frey, I., Waldeyer, J., & Renkl, A. (2020). The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09541-1

q3 · i? · review · r2

A review of the authors' research programme on journal writing; this entry rests on its summary of one experiment, Hübner et al. (2010), not on a study the review itself ran. In that experiment high school students read a journal-writing introduction, then either self-explained a well-written example journal entry (assigning passages to prompts with feedback) or not, followed by training and 1-week transfer sessions. "Self-explaining a learning journal example enhanced in particular elaborative learning strategies" with strong effects, and a strong effect on transfer learning outcomes; the summary gives no effect-size values.

"Self-explaining a learning journal example enhanced in particular elaborative learning strategies as expressed in the learning journals, both in the training and in the transfer session (strong effects)"

Discussion¶

Related Claims¶

• Instructionally supported (prompted) journal writing outperforms unsupported journal writing on learning outcomes (Hedges's g = 0.78) — the general claim this finding bears on, with the studies behind it

• Students who self-explain worked examples learn more effectively than those who do not, and the quality of self-explanations relates to explaining deep structure — the general claim this finding bears on, with the studies behind it

• Prompting learners to self-explain improves understanding and problem solving on immediate tests by a moderate average amount, with little evidence yet on delayed or classroom gains. — the general claim this finding bears on, with the studies behind it

• Reflective Practice Improves Outcomes When Structured — the general claim this finding bears on, with the studies behind it

• Strategy prompts strongly increase learners' use of the prompted strategies, and the effect on comprehension is mediated by strategy use — related
• Prompting learners to self-explain, one generative strategy, improves learning by a moderate average amount; other generative activities are not tested by the evidence recorded here — a broader claim this one bears on
• Writing-to-learn activities improve content learning in Grades 1–12, with effects in mathematics indistinguishable from those in science and social studies, in one meta-analysis — related
• Writing To Learn Improves Understanding — related
• Learning journal writing improves learning outcomes, but learners often do not apply sufficient strategies without support; prompts, worked examples and fading are the supports studied — a broader claim this one bears on