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Comparing Embedded and End-of-Session Formative Quizzes: Implications for Engagement and Self-Regulated Learning in Psychology Classrooms

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Title: Comparing Embedded and End-of-Session Formative Quizzes: Implications for Engagement and Self-Regulated Learning in Psychology Classrooms
Language: English
Authors: Camille Tordet (ORCID 0000-0003-2726-7541), Éric Jamet (ORCID 0000-0001-8665-4547)
Source: Teaching of Psychology. 2026 53(3):251-257.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 7
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Formative Evaluation, Tests, Learner Engagement, Independent Study, Psychology, Undergraduate Students, Educational Benefits, Student Interests, Learning Motivation, Learning Processes, Foreign Countries
Geographic Terms: France
DOI: 10.1177/00986283251339616
ISSN: 0098-6283
1532-8023
Abstract: Background: Although the educational benefits of quizzing on learning outcomes are well established, the importance of quiz timing within classroom settings remains an understudied aspect. Objective: We investigated the impact of quiz timing on the motivational aspects of students during psychology lessons and their self-regulated behaviors (i.e., regulation of their learning). Method: We compared the effects of embedded quizzes within lectures versus end-of-lecture quizzes in four differential psychology class groups (2 h) among third-year students (N = 81). Two groups experienced formative quizzes during the lecture (three quiz sessions), while the other two groups completed the same formative quizzes, but all at the end of the lecture. After completion, all students completed questionnaires assessing engagement, situational interest, and self-regulation processes. Results: Results indicated that students in the embedded quizzes condition demonstrated higher cognitive engagement, situational interest, and self-regulated learning levels than those in the end-of-lecture quizzes condition. Conclusion: This study provides insights into optimizing quiz timing to enhance student motivation and self-regulated learning in educational settings, with practical implications for instructors. Teaching Implications: By considering the temporal placement of quizzes within the learning process, educators can enhance students' engagement and foster better self-regulated learning practices.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505629
Database: ERIC
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  Data: Comparing Embedded and End-of-Session Formative Quizzes: Implications for Engagement and Self-Regulated Learning in Psychology Classrooms
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  Data: <searchLink fieldCode="AR" term="%22Camille+Tordet%22">Camille Tordet</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2726-7541">0000-0003-2726-7541</externalLink>)<br /><searchLink fieldCode="AR" term="%22Éric+Jamet%22">Éric Jamet</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8665-4547">0000-0001-8665-4547</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Teaching+of+Psychology%22"><i>Teaching of Psychology</i></searchLink>. 2026 53(3):251-257.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 7
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  Data: <searchLink fieldCode="DE" term="%22Formative+Evaluation%22">Formative Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Tests%22">Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Independent+Study%22">Independent Study</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology%22">Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Interests%22">Student Interests</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: 10.1177/00986283251339616
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  Data: 0098-6283<br />1532-8023
– Name: Abstract
  Label: Abstract
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  Data: Background: Although the educational benefits of quizzing on learning outcomes are well established, the importance of quiz timing within classroom settings remains an understudied aspect. Objective: We investigated the impact of quiz timing on the motivational aspects of students during psychology lessons and their self-regulated behaviors (i.e., regulation of their learning). Method: We compared the effects of embedded quizzes within lectures versus end-of-lecture quizzes in four differential psychology class groups (2 h) among third-year students (N = 81). Two groups experienced formative quizzes during the lecture (three quiz sessions), while the other two groups completed the same formative quizzes, but all at the end of the lecture. After completion, all students completed questionnaires assessing engagement, situational interest, and self-regulation processes. Results: Results indicated that students in the embedded quizzes condition demonstrated higher cognitive engagement, situational interest, and self-regulated learning levels than those in the end-of-lecture quizzes condition. Conclusion: This study provides insights into optimizing quiz timing to enhance student motivation and self-regulated learning in educational settings, with practical implications for instructors. Teaching Implications: By considering the temporal placement of quizzes within the learning process, educators can enhance students' engagement and foster better self-regulated learning practices.
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