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The effectiveness of self: A meta-analysis of using self-referential encoding techniques in education
Zheng Liu1,2, Jiahui Wen2, Yikang Liu2
1School of Humanities and Social Sciences, The Chinese University of Hong Kong, Shenzhen, Shenzhen, China.
The British Journal of Educational Psychology
|September 18, 2023
Summary
Self-referential encoding techniques enhance learning, particularly with negative material, offering educational benefits. This strategy improves memory retention and recall in students.
Area of Science:
- Cognitive Psychology
- Educational Psychology
Background:
- Self-related information is inherently memorable, suggesting potential for educational applications.
- Self-referential encoding (SRE) techniques leverage self-referencing cues to improve learning.
- Existing research on SRE effectiveness in education shows variability, necessitating further synthesis.
Approach:
- A quantitative meta-analysis was conducted to synthesize findings from studies on SRE in education.
- Data from 20 independent samples (1082 students across 13 studies) were systematically analyzed.
- Random effects models were employed to determine overall effect sizes and identify moderating factors.
Key Points:
- SRE techniques significantly improved learning outcomes (g = .40).
- The valence of learning material was a key boundary condition, with negative material showing an aversive effect.
- Student cohorts, material types, and research context did not significantly moderate the observed effects.
Conclusions:
- SRE offers a universal benefit in educational contexts, serving as a valuable design guideline.
- The strategy's effectiveness is influenced by material valence, with negative content yielding an aversive impact.
- Further research is recommended to explore SRE in diverse educational settings and teaching scenarios.
Keywords:
meta-analysisself-referenceself-referencing learningself-referential encodingteaching practiceMore Related Videos
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