The Effect of Retrieval Practice Schedule and Accuracy Feedback on Self-Efficacy and Memory

Retrieval practice and distributed study are two of the most effective learning strategies for enhancing long-term memory. However, little research has examined their combined effects, the distributed retrieval practice effect, on self-efficacy, a critical motivational factor in learning that can have downstream effects on memory. This experiment investigated how retrieval practice schedules (distributed vs. massed) and accuracy feedback (feedback vs. no feedback) impact both self-efficacy and final test performance. Two hundred twenty-three participants completed a three-session experiment in which they watched lecture videos, engaged in retrieval practice under different scheduling conditions, either received accuracy feedback or not, and took a final test after a 24-36 hour delay. Self-efficacy was measured at multiple time points throughout the experiment to track change over time. Results revealed a significant increase in self-efficacy over time, but no significant differences between retrieval practice schedules or feedback conditions. Final test performance was significantly higher for participants who received accuracy feedback, yet retrieval practice schedule had no effect on memory outcomes. Importantly, larger gains in self-efficacy predicted better final test performance, highlighting the relationship between self-efficacy and memory. These findings contribute to the theoretical understanding of self-efficacy in relation to study strategies and suggest that feedback plays a critical role in memory outcomes. Future research should explore longer retention intervals, alternative feedback formats, and individual differences in metacognitive awareness to optimize both self-efficacy and memory performance. This study underscores the need to integrate cognitive and motivational factors when designing effective learning interventions.