PurposeIn the present study, the authors examined whether academic performance [grade point average (GPA)] can be predicted by self-reported frequency of memorization and recitation, verbatim memory performance, and self-efficacy in a sample of college students from Saudi Arabia.Design/methodology/approachStudents' verse memory, word memory, experience with memorization and recitation, as well as general self-efficacy were measured. GPA was provided by the Office of the Registrar.FindingsVerbatim memory performance for individual words and verses moderately predicted GPA.Research limitations/implicationsTo be determined is the extent to which memory skills for different materials are related to memorization and recitation practice as well as encoding preferences.Practical implicationsThe findings indicate that even though in college a premium is placed on activities that transform the format of the materials to be learned, activities that replicate materials may still be helpful.Social implicationsIn Western pedagogy, memorization and recitation are considered counterproductive modes of information acquisition. The findings of this study illustrate that retention is an essential processing step upon which the complex cognitive activities that are embedded in college-level curricula rely.Originality/valueThe extant literature illustrates the benefits of exceptional memorization and recitation training. The findings suggest that academic success is positively related to what would be judged as moderate practice, thereby supporting the notion that benefits exist.

The present research aimed to uncover individual differences that can be used to predict, at the start of a course, performance difficulties in female students of an understudied population who are at the beginning of their How to cite this article: