PDF(Pubmed)
Abstract：
Retrieval practice can enhance learning but is rarely used in self-regulated learning. Although explicit retrieval practice guidance (RPG)-which helps students use retrieval correctly-can improve learning outcomes, however, task difficulty and differences in academic self-efficacy (ASE) may influence retrieval practice decisions and learning performance, which were not considered in previous researches. The purpose of this study was to explore whether RPG produces different effects due to task difficulty and ASE. In Experiment 1, participants studied tasks with varying difficulty levels, some of which were guided. Results showed that RPG could enhance learning through increased retrieval practice, and participants engaged in more retrieval for difficult tasks. In Experiment 2, participants with different degrees of ASE learned tasks under guidance. Participants with high ASE persisted better on different tasks. Hence, task difficulty can affect retrieval practice decisions, and ASE increases persistence in retrieval practice. The implications of the findings for students\' use of RPG are discussed in this article.
摘要：
检索练习可以增强学习，但很少用于自我调节学习。尽管显式检索实践指导（RPG）-帮助学生正确使用检索-可以提高学习成果，然而,任务难度和学业自我效能感(ASE)的差异可能会影响检索实践决策和学习绩效，这在以前的研究中没有考虑到。这项研究的目的是探讨RPG是否由于任务难度和ASE而产生不同的效果。在实验1中，参与者研究了不同难度级别的任务，其中一些是被引导的。结果表明，RPG可以通过增加检索练习来增强学习，参与者从事更多的检索困难的任务。在实验2中，具有不同ASE程度的参与者在指导下学习任务。高ASE的参与者在不同的任务上坚持得更好。因此，任务难度会影响检索实践决策，ASE增加了检索实践的持久性。本文讨论了这些发现对学生使用RPG的影响。
