The DOI matches its Crossref record; 18 of the 18 references it cites were found in a registry or an index.
Classroom-based programs of retrieval practice reduce middle school and high school students’ test anxiety.
Abstract
When retrieval practice is applied in classroom settings, do K-12 students experience changes in test anxiety? To answer this question frequently asked by educators, we surveyed 1408 middle school and high school students about their study strategy preferences and their reactions to a classroom-based program of retrieval practice. For classes in which retrieval practice occurred, 92% of students reported that retrieval practice helped them learn and 72% reported that retrieval practice made them less nervous for unit tests and exams. This study is the first to examine the relationship between retrieval practice and classroom test anxiety, and self-reported study strategy use in pre-college students. In light of our results, we encourage K-12 teachers to use retrieval practice in their classrooms to reduce test anxiety and improve learning.
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In the citing paper
“When asked if retrieval practice made students more or less nervous for tests and exams, 72% reported that retrieval practice made them feel less nervous about upcoming tests.”
From Does Retrieval Practice Protect Memory Against Stress? A Meta-Analysis (2025) · cites this paper as Agarwal et al., 2014
In the citing paper
“Evidence suggests retrieval practice can protect memory against the negative effects of stress on memory (Agarwal et al., 2014; Smith & Thomas, 2018)”
From Does Retrieval Practice Protect Memory Against Stress? A Meta-Analysis (2025) · cites this paper as Agarwal et al., 2014
In the citing paper
“over half of students (54%) reported that retrieval practice reduced their test anxiety.”
From Does Retrieval Practice Protect Memory Against Stress? A Meta-Analysis (2025) · cites this paper as Agarwal et al., 2014
In the citing paper
“As can be seen in Figure 5e, f, most middle school (N = 1,302) and high school (N = 102) students agreed: Quizzing did not make them any more nervous for the unit test.”
From Practicing Retrieval Facilitates Learning (2021) · cites this paper as Agarwal et al. 2014
In the citing paper
“Indeed, most students reported decreased test anxiety after having worked with the materials on the quizzes.”
From Practicing Retrieval Facilitates Learning (2021) · cites this paper as Agarwal et al. 2014
Citations
Cites
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013) · Psychological Science in the Public Interest · doi:10.1177/1529100612453266 · Cited by 3,138
Karpicke, J. D., Butler, A. C., & Roediger III, H. L. (2009) · Memory · doi:10.1080/09658210802647009 · Cited by 745
The promise and perils of self-regulated study
Kornell, N., & Bjork, R. A. (2007) · Psychonomic Bulletin & Review · doi:10.3758/bf03194055 · Cited by 527
Ten Benefits of Testing and Their Applications to Educational Practice
Roediger, H. L., III, Putnam, A. L., & Smith, M. A. (2011) · The Psychology of learning and motivation/The psychology of learning and motivation · doi:10.1016/b978-0-12-387691-1.00001-6 · Cited by 496
Study strategies of college students: Are self-testing and scheduling related to achievement?
Hartwig, M. K., & Dunlosky, J. (2012) · Psychonomic Bulletin & Review · doi:10.3758/s13423-011-0181-y · Cited by 477
Test-enhanced learning in the classroom: Long-term improvements from quizzing.
Roediger, H. L., III, Agarwal, P. K., McDaniel, M. A., & McDermott, K. B. (2011) · Journal of Experimental Psychology Applied · doi:10.1037/a0026252 · Cited by 416
Self-citationExamining the testing effect with open‐ and closed‐book tests
Agarwal, P. K., Karpicke, J. D., Kang, S. H. K., Roediger, H. L., III, & McDermott, K. B. (2007) · Applied Cognitive Psychology · doi:10.1002/acp.1391 · Cited by 368
Self-citationMcDaniel, M. A., Agarwal, P. K., Huelser, B. J., McDermott, K. B., & Roediger, H. L. (2011) · Journal of Educational Psychology · doi:10.1037/a0021782 · Cited by 360 · cited 1×
“…s t A primary motivation of this study was to ascertain students’ eactions to classroom-based retrieval practice programs (e.g., garwal et al., 2012; McDaniel et al., 2011, 2013; McDermott et al., 014; Roediger, Agarwal, et al., 2011; Roediger, Putnam, et al., 011), where anecdotal and…”
BackgroundSelf-citationMetacognitive control and strategy selection: Deciding to practice retrieval during learning.
Karpicke, J. D. (2009) · Journal of Experimental Psychology: General · doi:10.1037/a0017341 · Cited by 310
Metacognitive awareness of learning strategies in undergraduates
McCabe, J. (2011) · Memory & Cognition · doi:10.3758/s13421-010-0035-2 · Cited by 308
Research works printed but not linked: 1
- Steele, 2011, Does test-taking help students learn?, New York Times, A24
Cited by
Sorted by citations
Retrieval-Based Learning: A Decade of Progress
Karpicke, J. D. (2017) · Learning and Memory: A Comprehensive Reference · doi:10.1016/b978-0-12-809324-5.21055-9 · Cited by 223
“In perhaps the most extensive study of this effect, Agarwal et al. (2014) surveyed 1408 middle and high school students who had experienced classroom-based retrieval practice programs (e.g., like the one implemented by McDaniel et al., 2011).”
BackgroundAgarwal, P. K., Nunes, L. D., & Blunt, J. R. (2021) · Educational Psychology Review · doi:10.1007/s10648-021-09595-9 · Cited by 211
Self-citationRetrieval practice & Bloom’s taxonomy: Do students need fact knowledge before higher order learning?
Agarwal, P. K. (2018) · Journal of Educational Psychology · doi:10.1037/edu0000282 · Cited by 206
Self-citationPracticing Retrieval Facilitates Learning
McDermott, K. B. (2021) · Annual review of psychology · doi:10.1146/annurev-psych-010419-051019 · Cited by 113
“Agarwal et al. (2014) addressed this question by asking students in Midwestern middle and high schools whether the in-class low-stakes quizzes had made themmore nervous for their unit tests.”
BackgroundSelf-citationMcDaniel, M. A., & Einstein, G. O. (2020) · Perspectives on Psychological Science · doi:10.1177/1745691620920723 · Cited by 146
Self-citation
Metadata
- Authors
- Agarwal, P. K., D'Antonio, L., Roediger, H. L., McDermott, K. B., & McDaniel, M. A.
- Affiliations
- Washington University in St. Louis (US)
- Fairview School District (US)
- Venue
- Journal of Applied Research in Memory and Cognition
- Published
- 2014-09
- Volume
- 3
- Issue
- 3
- Pages
- 131-139
- ISSN
- 2211-3681 (ISSN-L)
- 2211-369X
- OpenAlex
- W2133635545
- Cited by
- 119
- References
- 18
- Citations by year
- 2026: 3 · 2025: 9 · 2024: 8 · 2023: 17 · 2022: 13 · 2021: 13 · 2020: 18 · 2019: 15 · 2018: 10 · 2017: 3 · 2016: 7 · 2015: 1 · 2014: 2
- FWCI
- 2.42
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Applied Research in Memory and Cognition (publishedVersion)
- Funders
- US Department of Education (R305H060080-06; R305A110550)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Keywords
- retrieval practice, test anxiety, classroom learning, study habits, junior high school students, high school students, K-12 education, student perceptions, exam performance
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