Motivational factors such as self-efficacy and how favorably students feel toward practice play a crucial role in shaping learning, particularly in technology-supported environments. Yet, educational interventions often overlook how these factors interact with practice format. This paper examines the influence of self-efficacy and favorability on learning outcomes across two common practice formats: paper-based and system-based tutoring practice. Using a counterbalanced within-subject design with matched problem sets, we isolate the effect of practice format while modeling motivational differences. Results indicate that students with lower baseline self-efficacy achieved greater learning gains regardless of practice format. Among students with lower baseline self-efficacy, greater favorability toward the tutor was associated with greater learning gains during tutor practice, whereas the pattern differed in paper-based practice. Intelligent Tutoring System (ITS)-based practice did not significantly improve post-training self-efficacy relative to paper-based methods. These findings underscore the potential value of tailoring practice format to students' motivational profiles, as the benefits of tutor- and paper-based practice varied with baseline self-efficacy and favorability. They lay the groundwork for future research on how instructional formats can be aligned more effectively with learners' motivational needs.

翻译：动机因素，如自我效能感和学生对练习的偏好程度，在塑造学习效果方面起着至关重要的作用，尤其是在技术支持的学习环境中。然而，教育干预措施常常忽视这些因素如何与练习方式相互作用。本文研究了自我效能感和偏好因素对两种常见练习方式——纸笔练习和基于系统的辅导练习——中学习结果的影响。采用匹配问题集的平衡被试内设计，我们在建模动机差异的同时，分离了练习方式的影响。结果表明，基线自我效能感较低的学生无论采用何种练习方式，都获得了更大的学习收益。在基线自我效能感较低的学生中，对辅导学习的偏好程度越高，在辅导练习中获得的学习收益越大，而纸笔练习中的模式则有所不同。与纸笔方法相比，基于智能辅导系统（ITS）的练习在训练后并未显著提升自我效能感。这些发现强调了根据学生的动机特征定制练习方式的潜在价值，因为辅导练习和纸笔练习的益处因基线自我效能感和偏好程度而异。它们为未来研究如何使教学方式更有效地与学习者的动机需求对齐奠定了基础。