How the self-explanation process relates to learning and subsequent problem-solving performance was studied in two experiments with college students to examine whether students taught to self-explain during a study phase show greater test gains than control group counterparts; this is an attempt to replicate the results of M. T. H. Chi and others. The applicability of this approach to the domain of algebra problem solving was tested in two studies of algebra manipulation and algebra story-problem translation involving 32 college students. In addition, learning that occurs with worked-out examples was compared with learning that takes place when subjects generate solutions and receive feedback. Results indicate that self-explanation leads to greater test improvement (averaging 20% higher) for story-problem translation tasks in which conceptual reasoning is central, but it offers only a marginal advantage for the more procedural equation manipulation. It is a valuable learning aid, but advantages are restricted. One table and three figures present study findings. (Contains 20 references.) (SLD)