Performance Expectancies Moderate the Effectiveness of More or Less Generative Activities Over Time

We examined if the benefits of generation for long-term learning depend on individual differences in performance expectancies (PEs) prior to learning. We predicted that a greater generative activity (problem-solving) compared to less generative activity (worked-examples) should be more effective for pupils with higher PEs, especially in the long run. As comparison group for problem-solving, we implemented a special type of worked-examples that...