Individual differences in learning and memory abilities: The influence of self-efficacy

The present study examined whether individual differences in memory self-efficacy (MSE)-one's perception and evaluation of their memory abilities-predict actual learning and memory ability among younger adults. Across three studies, participants completed a delayed free recall task along with measures of working memory, episodic long-term memory (LTM), task-specific motivation, strategy use, and strategy knowledge. Study 1 focused on global MSE (perceived general memory ability across various memory domains), whereas Studies 2 and 3 assessed concurrent MSE (perceived current memory ability for a specific task one is about to complete). Overall, results revealed concurrent MSE, but not global MSE, consistently correlated with delayed free recall accuracy (our index of learning ability). Individuals who believed they were better capable of learning the free recall task tended to perform better on the task, and the strength of this relationship increased with task experience. Both concurrent MSE and overall learning were positively associated with working memory, broad episodic LTM abilities, motivation to perform well, and the use of more effective encoding strategies. Critically, concurrent MSE (assessed pre-task) did not explain unique variance in learning when these additional variables were accounted for. Taken altogether, the present study suggests that among younger adults, efficacy beliefs can reliably predict learning, so long as these beliefs consider contextual features and specific task demands. That said, the efficacy-performance relationship appears to be largely driven by associations with other meaningful "third" variables, particularly broader cognitive abilities like working memory and general episodic LTM.