Learning How/Why Retrieval Practice Works Can Improve Test Anxiety and Self-efficacy

In this study, we look at the influence of whether knowledge about how and why retrieval practice works can reduce test anxiety and increase self-efficacy in test taking for Year 6 students (ages 10 to 11 years) from England (N = 171). This was a different kind of use of retrieval practice because it used recall of what the testing effect is itself to teach students how memory works for tests. This is the first time this strategy has been used to in classroom settings to give students more control over anxiety and self-efficacy when taking tests. The findings indicate that the intervention significantly reduced test anxiety and increased self-efficacy for the most anxious students, with improvements on intrusive thoughts, autonomic reactions, but not off-task behaviours. These findings indicate that learning how and why retrieval practice works can improve student wellbeing around test taking.