Learning and Well-Being Goals Shape Study Time Allocation to Retrieval Practice (Poster 39): Division C - Section 2a: Cognitive and Motivational Processes, Stage 1, 10:11 AM

• In Event: e-Lightening Ed-Talk Session 6 - Stage 1

Abstract

Retrieval practice enhances long-term retention of studied materials but can trigger negative emotions. This study examined how the goals of emotional well-being and successful learning sometimes compete and influence retrieval practice use. Participants engaged in retrieval and study practice in a word-learning task, then were assigned a goal either to maximize learning or safeguard emotional well-being. They allocated time to retrieval and study practice based on these goals, either for a hypothetical student (Experiment 1) or for themselves (Experiment 2). Results showed that prioritizing learning led to more time towards retrieval practice than prioritizing well-being. Most participants perceived retrieval practice as more effective but also more anxiety-inducing. These findings demonstrate how both cognitive and emotional goals shape learning strategies.

Authors

• Lan Anh Do, Tufts University

• Ayanna K. Thomas, Tufts University