Self-Regulated Learning and Working Memory Determine Problem-Solving Accuracy in Math
Span. j. psychol
; 25: [e23], 2022.
Artigo
em Inglês
| IBECS
| ID: ibc-210193
Biblioteca responsável:
ES1.1
Localização: ES15.1 - BNCS
ABSTRACT
This study aims to understand the role of self-regulated learning (SRL) and its different processes in the relationship between working memory (WM) and problem-solving accuracy in math in primary school children. A sample of 269 primary school children (Mage = 8.84, SD = 0.81, 58% boys) participated in this study. Tasks were used as intervention resources to assess childrens WM (i.e., reading and computation span tasks), SRL (i.e., a digital game), and performance (i.e., the performance in the game, as well as a traditional math problem). Through structural equation modeling, results revealed that WM predicted childrens SRL and their problem-solving accuracy in math, such that those with higher capability for temporary storage attained better accuracy. Accordingly, childrens SRL explained the relationship between WM capacity and problem-solving accuracy in math; such that the indirect effect of WM capacity through SRL was lower on problem-solving accuracy in math. Results indicated that the planning phase was a greater indicator of students SRL in problem-solving accuracy in math. These results highlight the importance of SRL competencies in explaining childrens performance in problem-solving in math. (AU)
Buscar no Google
Coleções:
Bases de dados nacionais
/
Espanha
Base de dados:
IBECS
Assunto principal:
Resolução de Problemas
/
Leitura
/
Cognição
/
Matemática
/
Memória de Curto Prazo
Limite:
Criança
/
Feminino
/
Humanos
/
Masculino
Idioma:
Inglês
Revista:
Span. j. psychol
Ano de publicação:
2022
Tipo de documento:
Artigo
Instituição/País de afiliação:
Instituto Superior Técnico (INESC-ID)/Portugal
/
Instituto Universitário de Lisboa (ISCTE)/Portugal
/
Universidade Lusófona de Humanidades e Tecnologias/Portugal
/
Universidade de Lisboa/Portugal