Immediate Learning Benefits of Retrieval Tasks: On the Role of Self-Regulated Relearning, Metacognition, and Motivation

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Abstract

We investigated immediate learning benefits of retrieval tasks when followed by a self-regulated relearning opportunity, compared to a restudy task. We aimed to unravel the underlying metacognitive and motivational mechanisms. In a mixed-factorial design (N = 104), we manipulated review task (retrieval vs. restudy) as a within-subjects factor in two experimental sessions, and task granularity (coarse- vs. fine-grained) as a between-subjects factor. The retrieval task led to an immediate learning benefit compared to a restudy task in Session 1, but not across sessions. The review-task order influenced the emergence of an immediate retrieval-practice effect. Mediation analyses for Session 1 revealed that decreased levels of both judgments of learning (JOL) and self-efficacy partially mediated the retrieval-task effect on the learning outcome. Fine-grained tasks increased JOL regulation accuracy; however, this increase did not translate into better relearning. Retrieval tasks can improve learning outcomes, also after short delays, specifically when relearning opportunities are provided.

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Endres, T., Kubik, V., Koslowski, K., Hahne, F., & Renkl, A. (2023). Immediate Learning Benefits of Retrieval Tasks: On the Role of Self-Regulated Relearning, Metacognition, and Motivation. Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie, 55(2–3), 49–66. https://doi.org/10.1026/0049-8637/a000280

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