Version 1
: Received: 29 October 2024 / Approved: 30 October 2024 / Online: 31 October 2024 (10:03:57 CET)
How to cite:
Provost, J.; Otani, H.; Franks, A. Effects of Attitudes toward Remembering on Metamemory and Memory Performance in College Students. Preprints2024, 2024102491. https://doi.org/10.20944/preprints202410.2491.v1
Provost, J.; Otani, H.; Franks, A. Effects of Attitudes toward Remembering on Metamemory and Memory Performance in College Students. Preprints 2024, 2024102491. https://doi.org/10.20944/preprints202410.2491.v1
Provost, J.; Otani, H.; Franks, A. Effects of Attitudes toward Remembering on Metamemory and Memory Performance in College Students. Preprints2024, 2024102491. https://doi.org/10.20944/preprints202410.2491.v1
APA Style
Provost, J., Otani, H., & Franks, A. (2024). Effects of Attitudes toward Remembering on Metamemory and Memory Performance in College Students. Preprints. https://doi.org/10.20944/preprints202410.2491.v1
Chicago/Turabian Style
Provost, J., Hajime Otani and Andrew Franks. 2024 "Effects of Attitudes toward Remembering on Metamemory and Memory Performance in College Students" Preprints. https://doi.org/10.20944/preprints202410.2491.v1
Abstract
As modern technology enables instant access to virtually limitless information, students may perceive memorization of information as lacking in practical importance. The current study investigated the relationship between attitudes toward remembering and metamemory as well as objective memory performance. University students completed the Importance of Remembering questionnaire (IORQ) as a measure of attitudes toward remembering. Subjective components of memory were measured by immediate and delayed judgements of learning (JOLs), global judgements of learning (global JOLs), retroactive confidence judgements (RCJs), as well as subjective mental workload. Objective memory performance was measured using a cued recall test. The IORQ was only significantly correlated with absolute accuracy of delayed judgements of learning for words and pictures such that higher IORQ ratings were associated with less accurate judgments about how well they learned the items. No other correlations were significant. This suggests that a student’s lack of belief in the importance of remembering, at least as conceptualized on the IORQ, may not affect most aspects of memory performance, including those related to academic outcomes.
Keywords
Importance of memory; Judgments of learning; Mental workload; Cued recall; College students
Subject
Social Sciences, Psychology
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
