Age negatively and education positively predict memory self-efficacy, and age negatively predicts memory performance¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2 · i3 large
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Older age group predicted lower memory self-efficacy (β = −.38, p<.01) and more education predicted higher memory self-efficacy (β = .22, p<.01). → Hastings 2011 q2 i3 Age group negatively predicted memory performance (β = −.43, p<.01), with younger participants performing better. → Hastings 2011 (2)

Evidence¶

Hastings 2011¶

Hastings, E. C., & West, R. L. (2011). Goal orientation and self-efficacy in relation to memory in adulthood. Neuropsychology, Development, and Cognition. Section B, Aging, Neuropsychology and Cognition, 18(4), 471-493. https://doi.org/10.1080/13825585.2011.575926

q2 · i3 · associational · r2

Final SEM paths for memory self-efficacy in the pooled sample of 216 younger and older adults, with age entered as a dichotomous group variable and education in years; the age-group path was β= −.38.

"Age group had a negative impact on memory self-efficacy (β= −.38, p<.01), with younger participants reporting higher memory self-efficacy. Education had a positive impact on memory self-efficacy (β=.22, p<.01), such that more educated individuals reported higher memory self-efficacy."

Hastings 2011 (2)¶

Hastings, E. C., & West, R. L. (2011). Goal orientation and self-efficacy in relation to memory in adulthood. Neuropsychology, Development, and Cognition. Section B, Aging, Neuropsychology and Cognition, 18(4), 471-493. https://doi.org/10.1080/13825585.2011.575926

q2 · i3 · associational · r2

Final SEM path predicting the latent memory factor (free and cued recall loadings .45 and .92) in the pooled sample; younger adults outperformed older adults.

"Age group negatively predicted memory performance (β= −.43, p<.01), such that younger participants had better performance than older participants."

Discussion¶

Learner Variables¶

• Self-Efficacy — outcome: instruction changes it

Related Claims¶

• High-performance feedback increases performance expectations more than low-performance feedback, with additive effects of age and control beliefs — related
• High-performance feedback increases self-efficacy more than low-performance feedback, with comparable effects across younger and older adults — related
• Older adults restudy easy and medium items more than younger adults, and lower memory self-efficacy correlates with avoiding difficult items — related
• Dispositional learning goals positively predict memory self-efficacy in younger and older adults — related
• Older age groups report lower global performance judgments of their mathematical competence, controlling for education — related
• Older age groups report lower global performance judgments of their reading competence, controlling for education — related
• Dispositional performance goals negatively predict memory self-efficacy in younger and older adults — related
• Learning and performance goal orientations are highly positively correlated and not mutually exclusive in adults — related
• In a cross-sectional model of adults, memory self-efficacy is positively associated with memory performance and carries a significant indirect path from learning goals and a marginal one (p = .07) from performance goals — related