{"id":{"repo_id":"windsor","oai_identifier":"oai:uwindsor.scholaris.ca:20.500.14776/6206"},"canonical_url":"https://search.dev.ndltd.org/etd/windsor/oai:uwindsor.scholaris.ca:20.500.14776/6206","repository":{"repo_id":"windsor","name":"University of Windsor","base_url":"https://uwindsor.scholaris.ca/server/oai/request"},"display":{"title":"Improving Self-Regulated Learning of Undergraduates through a Prospective Memory Intervention: A Pilot Study","abstract":"Undergraduates may struggle to finish degree requirements due to factors such as poor academic self-efficacy and goal management. The cognitive rehabilitation literature has found that prospective memory (PM) skill training has improved goal attainment in older adult and brain-injured populations. Due to the ongoing brain development supporting PM in emerging adults, cognitive rehabilitation approaches also may help improve function and academic self-efficacy. Thirty-nine undergraduate students (25 female) were randomly assigned to one of two conditions: PM skills training (n = 21) or relaxation training (n = 18). PM was assessed immediately before and 2 to 14 days after intervention using self-report and performance PM measures and mood and academic self-efficacy questionnaires. PM training emphasized implementation intention, cue monitoring, and use of external aids. Larger post-intervention gains were expected in the PM condition. PM performance and academic self-efficacy measures showed significant main effects for time (p < .01). Effect sizes (ω2partial) were .12 for an updated version of the Royal Prince Albert (RPA) PM test, .21 for Self-Efficacy for Learning form, .25 for a time-based PM measure embedded in a working memory test, .37 for an event-based PM task incorporated into a semantic memory test, and .08 for a self-report measure of stress. Only the RPA showed a significant interaction between time and condition; however, this interaction reflected a decline after relaxation and stability after PM training. The interaction for the time-based PM measure approached significance (p = .07) and was in the expected direction. Self-reported PM did not show significant change. A single-session PM intervention shows promise for improving PM performance and academic self-efficacy. Self-reported PM showed no consistent effect from this intervention in the current form. Further exploration of this intervention in a long-term context is warranted.","abstract_html":"Undergraduates may struggle to finish degree requirements due to factors such as poor academic self-efficacy and goal management. The cognitive rehabilitation literature has found that prospective memory (PM) skill training has improved goal attainment in older adult and brain-injured populations. Due to the ongoing brain development supporting PM in emerging adults, cognitive rehabilitation approaches also may help improve function and academic self-efficacy. Thirty-nine undergraduate students (25 female) were randomly assigned to one of two conditions: PM skills training (n = 21) or relaxation training (n = 18). PM was assessed immediately before and 2 to 14 days after intervention using self-report and performance PM measures and mood and academic self-efficacy questionnaires. PM training emphasized implementation intention, cue monitoring, and use of external aids. Larger post-intervention gains were expected in the PM condition. PM performance and academic self-efficacy measures showed significant main effects for time (p &lt; .01). Effect sizes (ω2partial) were .12 for an updated version of the Royal Prince Albert (RPA) PM test, .21 for Self-Efficacy for Learning form, .25 for a time-based PM measure embedded in a working memory test, .37 for an event-based PM task incorporated into a semantic memory test, and .08 for a self-report measure of stress. Only the RPA showed a significant interaction between time and condition; however, this interaction reflected a decline after relaxation and stability after PM training. The interaction for the time-based PM measure approached significance (p = .07) and was in the expected direction. Self-reported PM did not show significant change. A single-session PM intervention shows promise for improving PM performance and academic self-efficacy. Self-reported PM showed no consistent effect from this intervention in the current form. Further exploration of this intervention in a long-term context is warranted.","abstract_has_math":false,"creators":["McCarthy, Jeffery E."],"institution":"University of Windsor","degree_name":"M.A.","degree_level":"Masters","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":[],"advisors":["Baird, Anne Dull"],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-01-01","date_published":"2016-01-01","updated_at":"2026-07-27T22:04:36Z","subjects":[],"languages":["en_CA"],"rights":[],"rights_urls":["http://creativecommons.org/licenses/by-nc-nd/4.0/"],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/20.500.14776/6206","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Baird, Anne Dull"]},{"key":"dc:creator","label":"Author","values":["McCarthy, Jeffery E."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-06-24 12:38"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2016-10-26 11:47","2025-06-24T16:38:05Z"]},{"key":"dc:date.issued","label":"Date","values":["2016-01-01"]},{"key":"dc:type","label":"Dc Type","values":["info:eu-repo/semantics/masterThesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Windsor"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_CA"]},{"key":"dc:rights","label":"Dc Rights","values":["http://creativecommons.org/licenses/by-nc-nd/4.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/20.500.14776/6206"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Undergraduates may struggle to finish degree requirements due to factors such as poor academic self-efficacy and goal management. The cognitive rehabilitation literature has found that prospective memory (PM) skill training has improved goal attainment in older adult and brain-injured populations. Due to the ongoing brain development supporting PM in emerging adults, cognitive rehabilitation approaches also may help improve function and academic self-efficacy. Thirty-nine undergraduate students (25 female) were randomly assigned to one of two conditions: PM skills training (n = 21) or relaxation training (n = 18). PM was assessed immediately before and 2 to 14 days after intervention using self-report and performance PM measures and mood and academic self-efficacy questionnaires. PM training emphasized implementation intention, cue monitoring, and use of external aids. Larger post-intervention gains were expected in the PM condition. PM performance and academic self-efficacy measures showed significant main effects for time (p < .01). Effect sizes (ω2partial) were .12 for an updated version of the Royal Prince Albert (RPA) PM test, .21 for Self-Efficacy for Learning form, .25 for a time-based PM measure embedded in a working memory test, .37 for an event-based PM task incorporated into a semantic memory test, and .08 for a self-report measure of stress. Only the RPA showed a significant interaction between time and condition; however, this interaction reflected a decline after relaxation and stability after PM training. The interaction for the time-based PM measure approached significance (p = .07) and was in the expected direction. Self-reported PM did not show significant change. A single-session PM intervention shows promise for improving PM performance and academic self-efficacy. Self-reported PM showed no consistent effect from this intervention in the current form. Further exploration of this intervention in a long-term context is warranted."]},{"key":"dc:title","label":"Title","values":["Improving Self-Regulated Learning of Undergraduates through a Prospective Memory Intervention: A Pilot Study"]}]}],"canonical_facts":{"dc:contributor.advisor":["Baird, Anne Dull"],"dc:creator":["McCarthy, Jeffery E."],"dc:date.accessioned":["2025-06-24 12:38"],"dc:date.available":["2016-10-26 11:47","2025-06-24T16:38:05Z"],"dc:date.issued":["2016-01-01"],"dc:description.abstract":["Undergraduates may struggle to finish degree requirements due to factors such as poor academic self-efficacy and goal management. The cognitive rehabilitation literature has found that prospective memory (PM) skill training has improved goal attainment in older adult and brain-injured populations. Due to the ongoing brain development supporting PM in emerging adults, cognitive rehabilitation approaches also may help improve function and academic self-efficacy. Thirty-nine undergraduate students (25 female) were randomly assigned to one of two conditions: PM skills training (n = 21) or relaxation training (n = 18). PM was assessed immediately before and 2 to 14 days after intervention using self-report and performance PM measures and mood and academic self-efficacy questionnaires. PM training emphasized implementation intention, cue monitoring, and use of external aids. Larger post-intervention gains were expected in the PM condition. PM performance and academic self-efficacy measures showed significant main effects for time (p < .01). Effect sizes (ω2partial) were .12 for an updated version of the Royal Prince Albert (RPA) PM test, .21 for Self-Efficacy for Learning form, .25 for a time-based PM measure embedded in a working memory test, .37 for an event-based PM task incorporated into a semantic memory test, and .08 for a self-report measure of stress. Only the RPA showed a significant interaction between time and condition; however, this interaction reflected a decline after relaxation and stability after PM training. The interaction for the time-based PM measure approached significance (p = .07) and was in the expected direction. Self-reported PM did not show significant change. A single-session PM intervention shows promise for improving PM performance and academic self-efficacy. Self-reported PM showed no consistent effect from this intervention in the current form. Further exploration of this intervention in a long-term context is warranted."],"dc:identifier.uri":["https://hdl.handle.net/20.500.14776/6206"],"dc:language.iso":["en_CA"],"dc:rights":["http://creativecommons.org/licenses/by-nc-nd/4.0/"],"dc:title":["Improving Self-Regulated Learning of Undergraduates through a Prospective Memory Intervention: A Pilot Study"],"dc:type":["info:eu-repo/semantics/masterThesis"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Masters"],"thesis:degree_name":["M.A."],"thesis:institution_name":["University of Windsor"]},"updated_at":"2026-07-27T22:04:36Z"}