Liu Zheng, Wen Jiahui, Liu Yikang, Hu Chuan-Peng
School of Humanities and Social Sciences, The Chinese University of Hong Kong, Shenzhen, Shenzhen, China.
School of Psychology, Nanjing Normal University, Nanjing, China.
Br J Educ Psychol. 2024 Mar;94(1):112-137. doi: 10.1111/bjep.12636. Epub 2023 Sep 18.
Self-related information is difficult to ignore and forget, which brings valuable implications for educational practice. Self-referential encoding techniques involve integrating self-referencing cues during the processing of learning material. However, the evidence base and effective implementation boundaries for these techniques in teaching and learning remain uncertain due to research variability.
The present meta-analysis aims to quantitatively synthesize the results from studies applying self-referential encoding techniques in education.
The analysis was based on data from 20 independent samples, including 1082 students from 13 primary studies identified through a systematic literature search.
Results from random effect models show that incorporating self-referential encoding techniques improved learning (g = .40, 95% CI [.18, .62]). Subgroup analysis showed that the valence of learning material serves as a significant boundary condition for this strategy. The students' cohorts, types of learning materials, and research context did not moderate the effect sizes.
Our results suggest that incorporating self-referential encoding techniques on negative materials shows an aversive effect. Overall, there is a universal benefit to using self-referential encoding techniques as an appropriate design guideline in educational contexts. Implications for teaching practice and future directions are discussed. Further studies are needed to investigate the effectiveness in more diverse educational and teaching situations.
与自我相关的信息难以忽视和遗忘，这对教育实践具有重要启示。自我参照编码技术涉及在学习材料处理过程中整合自我参照线索。然而，由于研究的变异性，这些技术在教学中的证据基础和有效实施界限仍不明确。
本荟萃分析旨在定量综合应用自我参照编码技术的教育研究结果。
该分析基于20个独立样本的数据，包括通过系统文献检索确定的13项初步研究中的1082名学生。
随机效应模型的结果表明，采用自我参照编码技术可提高学习效果（g = 0.40，95%置信区间[0.18，0.62]）。亚组分析表明，学习材料的效价是该策略的一个重要边界条件。学生群体、学习材料类型和研究背景并未调节效应量。
我们的结果表明，在负面材料上采用自我参照编码技术会产生厌恶效应。总体而言，将自我参照编码技术作为教育背景下合适的设计指南具有普遍益处。讨论了对教学实践的启示和未来方向。需要进一步研究以调查在更多样化的教育和教学情境中的有效性。
