ArticleThe British journal of educational psychology2023
"Teacher, forgive me, I forgot to do it!" The impact of children's prospective memory on teachers' evaluation of academic performance.
Article in The British journal of educational psychology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers, 2 of them syntheses that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
5 citing papers in PubMed, 2 syntheses or guidelines pooled it, 7 citations in OpenAlex.
- The developmental trajectories of working memory updating from early childhood to adolescence: A meta-analysis.British journal of psychology (London, England : 1953) · 2026Pooled it
- Prospective memory in the developmental age: a systematic review to synthesize the evaluation tools and the main cognitive functions involved.Frontiers in psychology · 2024Pooled it
- Social media problematic use, memory concerns, and confidence in young female students from an underrepresented student population.Frontiers in psychology · 2026Article
- Do memory concerns and self-efficacy predict academic performance in undergraduate students with memorization practice?Frontiers in psychology · 2025Article
- "Teacher, forgive me, I forgot to do it!" The impact of children's prospective memory on teachers' evaluation of academic performance.The British journal of educational psychology · 2023Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors at 1 institution in 2 countries.
Funding
Abstract
backgroundAccording to Munsat (1965, The concept of memory. University of Michigan), a person who makes frequent prospective memory (PM) errors is considered as having a flawed character rather than a bad memory. Given that PM completes its development only in young adulthood, this bias might occur not only within social relationships but also in school. However, little is known about the impact of this bias on academic performance.
aimsThis study aimed to evaluate the impact of children's PM on teacher's evaluations of their academic performance (i.e., grades) and social skills. SAMPLE: A total of 158 eight- and twelve-year-old children (48% females) participated in this study.
methodsA working memory (WM) updating task was used as ongoing task (OT), in which the PM task was embedded and required participants to respond whenever certain pictures appeared. Children's social skills were measured through teacher ratings, whereas grades were collected as indicators of teachers' assessment of academic performance. Children's WM span and inhibitory control were also assessed.
resultsResults showed that 8- and 12-year-old children's academic performance was predicted by both PM performance and teachers' evaluations of social skills. However, social skills evaluations were not predicted by PM performance. WM span was related to grades in 8 year olds, while inhibitory control was related to PM performance in 12 year olds.
conclusionsThese outcomes highlight that children's grades are not explained only by academic performance itself but also by other personal skills. Awareness of the biases which can occur when evaluating children's academic performance can help teachers to be more objective in their assessment.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.