Do memory concerns and self-efficacy predict academic performance in undergraduate students with memorization...

Area of Science:

• Cognitive Psychology
• Educational Psychology

Background:

• Undergraduate students' self-perceptions of memory and academic self-efficacy are crucial for understanding academic performance.
• Bilingual Saudi Arabian female students represent an understudied demographic in memory and academic achievement research.

Purpose of the Study:

• To investigate the predictive relationship between self-reported memory concerns (prospective and retrospective) and academic self-efficacy on academic attainment.
• To examine these relationships in sophomore and junior undergraduate students within a specific cultural context.

Main Methods:

• A convenience sample of bilingual Saudi Arabian female undergraduate students completed self-report measures.
• Data collected included subjective memory concerns and academic self-efficacy levels.

Main Results:

• Students reported greater prospective than retrospective memory concerns.
• Memory concerns showed a modest relationship with academic self-efficacy, indicating a minor role in confidence.
• Academic attainment was minimally associated with academic self-efficacy and not at all with memory concerns.

Conclusions:

• Awareness of memory difficulties does not necessarily equate to an inability to meet academic demands.
• Students may employ compensatory strategies to manage memory challenges, maintaining academic performance.
• Findings suggest implications for pedagogical approaches and learning support in higher education.