"
Skip to Content
Version 1.2 – Updated June 2023

Self explanation

Overview

  • Influence: Self explanation
  • Domain: Student Learning Strategies
  • Sub-Domain: Meta-cognitive/self-regulated learning
  • Potential to Accelerate Student Achievement: Potential to accelerate
  • Influence Definition: When students are asked for explanations for their current thinking, and create stories relating to their current understanding.

Evidence

  • Number of meta-analyses: 5
  • Number of studies: 120
  • Number of students: 6,450
  • Number of effects: 186
  • Weighted mean effect size: 0.54
  • Robustness index: 3

Meta-Analyses

Meta-Analyses
Journal Title Author First Author's Country Article Name Year Published Variable Number of Studies Number of Students Number of Effects Effect Size
Nature: Science of Learning Hattie & Donoghue Australia Learning strategies: A synthesis and conceptual model 2016 Self explanation 8 0 8 0.50
Conference paper Bisra, Liu, & Salimi Canada Inducing self-explanation: A meta-analysis. 2018 Self-explanation 14 0 14 1.08
Educational Psychology Review Bisra, Liu, Nesbit, Salimi, & Winne Canada Inducing self-explanation: A meta-analysis 2018 Self-explanation 64 5,917 69 0.55
Dissertation Lavery New Zealand Self-regulated learning for academic success: An evaluation of instructional techniques 2008 Self-explanation 8 533 69 0.50
ZDM - International Journal on Mathematics Education Rittle-Johnson, Loehr, & Durkin USA Promoting self-explanation to improve mathematics learning: A meta-analysis and instructional design principles 2017 Self explanation 26 0 26 0.27
TOTAL/AVERAGE 120 6,450 186 0.58
Back to top