NotesFAQContact Us
Search Tips
ERIC Number: ED351653
Record Type: RIE
Publication Date: 1992-Aug
Pages: 18
Abstractor: N/A
Relationships among Self-Efficacy, Implicit Theories, Memory Predictions, and Memory Task Performance.
Baskind, David E.; Cavanaugh, John C.
This study integrated three major areas in understanding children's and young adults' metamemory components, self-efficacy, implicit theories, and performance-predictions. These areas were examined in relation to a picture recall task which was performed children at three age levels. Further, empirically-based "start value" information regarding peers' performance was manipulated. Subjects were 45 5th-graders, 40 9th-graders, and 49 undergraduate college students. A few general conclusions were reached. First, those with stronger memory self-efficacy made higher predictions with greater confidence regarding initial memory task performance. However, self-efficacy was largely unrelated to memory task performance. Second, providing "start value" information affected initial predictions for performance on a memory task. However, subsequent predictions were more strongly related to performance on the previous trial than to the "start values" provided. Third, age was related to memory self-efficacy; younger children tended to have a stronger sense of self-efficacy than older students. Finally, a vast majority of those sampled believed that their memory abilities could change. In conclusion, a few suggestions for future research may be offered. However, questions remain regarding how knowledge utilization about performance occurs. Reasons for the lack of a relation between self-efficacy and performance should be investigated. Finally, researchers should attempt to understand children's implicit memory theories better. (Author/ABL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Convention of the American Psychological Association (100th, Washington, DC, August 14-18, 1992).