Individual Differences in Memory Self-Efficacy and Learning Ability
| dc.contributor.advisor | Miller, Ashley, L | |
| dc.contributor.author | Chen, Amy | |
| dc.contributor.author | Miller, Ashley, L | |
| dc.contributor.author | Unsworth, Nash | |
| dc.date.accessioned | 2020-08-11T17:25:16Z | |
| dc.date.available | 2020-08-11T17:25:16Z | |
| dc.date.issued | 2020 | |
| dc.description | Project files are comprised of 1 page pdf and presentation recording in mp4 format. | |
| dc.description.abstract | Memory self-efficacy (MSE) is one’s evaluation of their memory abilities, which can be broken down into concurrent and global estimates. Concurrent MSE refers to perceived, current memory ability for a specific task, whereas global MSE refers to one’s perceived memory ability more generally, across various memory domains. The present study sought to extend prior work by examining how variation in MSE relates to learning ability on a delayed free recall (DFR) task. In three experiments, participants completed a DFR task, measures of working memory capacity (WMC), long-term memory (LTM) ability, and motivation. Experiment 1 measured global MSE (Lineweaver & Hertzog, 2010) upon completion of the DFR task. Experiment 2 measured concurrent MSE by asking participants to predict how many words they could remember for each list on the DFR task. Experiment 3 used a similar method as Experiment 2 but also administered a more standard concurrent MSE questionnaire (Berry, 1999). Encoding strategy use on the DFR task was also measured. Results revealed global MSE was unrelated to learning ability. Concurrent MSE, however, was consistently associated with learning ability. Those who believed they were capable of remembering more items displayed better DFR accuracy. These individuals also had higher WMC, higher LTM ability, increased motivation, and used more effective encoding strategies. Critically, concurrent MSE continued to explain unique variance in DFR accuracy even when accounting for WMC, LTM, motivation, and effective strategy use. Collectively, these results suggest that one’s evaluation of their specific memory abilities is a critical component of successful learning. | en_US |
| dc.format.mimetype | video/mp4 | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.orcid | https://orcid.org/0000-0001-6047-3721 | |
| dc.identifier.uri | https://hdl.handle.net/1794/25447 | |
| dc.language.iso | en_US | |
| dc.publisher | University of Oregon | |
| dc.rights | Creative Commons CC BY-NC-ND 4.0,CC0 | |
| dc.subject | Individual differences | en_US |
| dc.subject | Memory self-efficacy | en_US |
| dc.subject | Working memory capacity | en_US |
| dc.subject | Delayed Free Recall | en_US |
| dc.subject | Learning Ability | en_US |
| dc.title | Individual Differences in Memory Self-Efficacy and Learning Ability | |
| dc.type | Presentation |