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¶

Claim · All claims
Evidence · 1 study · associational r2 · q2 · i1 small
Currency · newest study 2011 · checked against its sources 2026-10-19 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i1 In a cross-sectional structural equation model, higher memory self-efficacy was associated with better memory performance (β = .16, p<.05). → Hastings 2011 q2 i? Learning goals had a significant indirect effect on memory via self-efficacy; the indirect effect of performance goals was marginally significant; direct effects were non-significant. → Hastings 2011

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 · i1 · associational · r2

Final SEM of the pooled sample; about 24.8% of total variance in memory performance was explained. Sobel tests showed the learning-goal indirect effect was significant (statistic=1.97, p<.05) and the performance-goal indirect effect marginally significant (statistic= −1.81, p=.07). The data are cross-sectional: the model is estimated as causal, but the authors note that longitudinal work is needed to examine these relationships, which may be reciprocal, so the paths cannot show that self-efficacy causes better performance.

"Memory self-efficacy had a significant positive impact on memory performance (β= .16, p<.05), with higher memory self-efficacy leading to better performance."

Discussion¶

Learner Variables¶

• Achievement Goal Orientation — predictor: learners who differ on it differ in outcomes
• Motivation — predictor: learners who differ on it differ in outcomes
• Self-Efficacy — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Learning goals predict more positive subjective appraisals of memory performance after controlling for actual performance — related
• Age negatively and education positively predict memory self-efficacy, and age negatively predicts memory performance — related
• Dispositional learning goals positively predict memory self-efficacy in younger and older adults — related
• Academic self-efficacy was not significantly associated with final test performance — related