This study was conducted to meta-analytically investigate the influence of teaching vs. no teaching expectancy on the learning effects of teaching after preparatory learning. A meta-analysis of 39 studies revealed that a weighted mean effect size for the effect of teaching after studying with or without teaching expectancy vs. merely studying without teaching expectancy on one’s learning was g = 0.27, 95% CI [0.15, 0.39]. Most importantly, teaching vs. no teaching expectancy significantly moderated the learning effect of teaching: The learning benefit of teaching after studying with teaching expectancy was nearly medium, g = 0.48, 95% CI [0.34, 0.63], whereas that of teaching after studying without teaching expectancy did not significantly differ from zero, g = − 0.02, 95% CI [− 0.14, 0.11]. This moderator effect was independent of the effects of two possible confounding factors: comparison treatment (the use of a sophisticated or unsophisticated learning strategy) and teaching mode (teaching in written or unwritten mode). An additional meta-analysis of 14 studies also found that the effect of teaching after studying with teaching expectancy vs. merely studying with teaching expectancy on one’s learning was significantly greater than zero, g = 0.38, 95% CI [0.17, 0.60], ruling out the possibility that the effectiveness of learning by teaching after studying with teaching expectancy is entirely attributable to the learning effects of preparing to teach (i.e., merely studying with teaching expectancy). These findings suggest that preparing to teach catalyzes learning by teaching.

本研究旨在通过荟萃分析的方式调查教学与无教学预期对预科学习后教学效果的影响。对 39 项研究的荟萃分析显示，有或没有教学预期的学习后教学与没有教学预期的单纯学习对学习效果的加权平均效应大小为g  = 0.27，95% CI [0.15，0.39]。最重要的是，教学与无教学预期显着调节了教学的学习效果：有教学预期的先学后教的学习效益接近中等，g  = 0.48，95％CI [0.34，0.63]，而先学后教的学习效益接近中等，g = 0.48，95％CI [0.34，0.63]没有教学预期时，与零没有显着差异，g  = − 0.02，95% CI [− 0.14，0.11]。这种调节效应独立于两个可能的混杂因素的影响：比较处理（使用复杂或简单的学习策略）和教学模式（书面或非书面模式教学）。另一项对 14 项研究的荟萃分析还发现，学习后根据教学预期进行教学与仅根据教学预期进行学习相比，对学习的影响显着大于零，g  = 0.38，95% CI [0.17，0.60]，裁定指出这样一种可能性：按教学预期学习后，通过教学来学习的有效性完全归因于准备教学（即仅按教学预期学习）的学习效果。这些发现表明，准备教学可以通过教学促进学习。