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Related Experiment Video

Updated: Jul 10, 2026

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory
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Individual differences in learning and memory abilities: The influence of self-efficacy.

Ashley L Miller1, Nash Unsworth2

  • 1Department of Psychology, University of California, 1285 Franz Hall, Los Angeles, CA, 90095, USA. ashleymiller@psych.ucla.edu.

Memory & Cognition
|March 25, 2025
PubMed
Summary

Memory self-efficacy (MSE) predicts learning in younger adults, but only when it's specific to the task. Task-specific MSE, not general MSE, correlates with memory performance, influenced by cognitive abilities.

Keywords:
Individual differencesMemoryMetamemoryMotivationSelf-efficacy

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Published on: September 11, 2021

Area of Science:

  • Cognitive Psychology
  • Educational Psychology

Background:

  • Memory self-efficacy (MSE) is an individual's perception of their memory capabilities.
  • Understanding the relationship between MSE and actual memory performance is crucial for educational and cognitive research.

Purpose of the Study:

  • To investigate if individual differences in MSE predict learning and memory ability in younger adults.
  • To differentiate the predictive power of global MSE versus concurrent MSE on memory performance.

Main Methods:

  • Three studies involving younger adults completing a delayed free recall task.
  • Assessment of global and concurrent MSE, working memory, episodic long-term memory (LTM), motivation, and strategy use.
  • Analysis of correlations between MSE, cognitive abilities, and memory task performance.

Main Results:

  • Concurrent MSE, but not global MSE, consistently correlated with delayed free recall accuracy.
  • Higher concurrent MSE was associated with better performance on the free recall task, especially with increased task experience.
  • Both concurrent MSE and learning were positively linked to working memory, LTM, motivation, and strategy use.

Conclusions:

  • Task-specific (concurrent) MSE reliably predicts learning in younger adults, emphasizing the importance of contextual relevance.
  • The efficacy-performance link is significantly influenced by underlying cognitive abilities, such as working memory and LTM.
  • While MSE is a predictor, its unique contribution to learning is diminished when other cognitive factors are considered.