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Updated: Sep 30, 2025

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Do Students Effectively Regulate Their Use of Self-Testing as a Function of Item Difficulty?

Sabrina Badali1, Katherine A Rawson1, John Dunlosky1

  • 1Department of Psychological Sciences, Kent State University, P.O. Box 5190, Kent, OH 44242-0001 USA.

Educational Psychology Review
|March 14, 2022
PubMed
Summary

Students self-testing learning materials do not effectively regulate practice for difficult items, leading to poorer recall compared to easier items. This self-regulated learning approach underperformed compared to experimenter-controlled methods.

Keywords:
Criterion learningPractice testingRetrieval practiceSelf-regulated learning

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Learning Sciences

Background:

  • Retrieval practice enhances learning for materials of varying difficulty.
  • Limited research exists on students' self-testing strategies for items of differing difficulty levels.

Purpose of the Study:

  • To investigate if students regulate self-testing differently for easy versus difficult learning items.
  • To assess the effectiveness of students' self-regulated learning choices in practice.

Main Methods:

  • Undergraduates studied Lithuanian-English word pairs, categorized as easy or difficult.
  • Participants in self-regulated groups chose between restudying, self-testing, or removing items.
  • Scaffolds were introduced in Experiment 2 to address potential regulation barriers.

Main Results:

  • Students tested items repeatedly but dropped both easy and difficult items after one correct recall.
  • Final test performance was lower for difficult items than easy items.
  • Self-regulated learning groups showed lower performance than experimenter-controlled groups; scaffolds did not alter choices or outcomes.

Conclusions:

  • Students' self-regulated practice choices do not optimize learning, particularly for difficult material.
  • Despite intentions, students do not practice difficult items more than easy items, leading to performance deficits.
  • Current self-testing strategies may be insufficient for mastering challenging academic content.