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Self-Regulated Learning and Working Memory Determine Problem-Solving Accuracy in Math
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Orientador(es)
Resumo(s)
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 children’s 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 children’s SRL and their problem-solving accuracy in math, such that those with higher
capability for temporary storage attained better accuracy. Accordingly, children’s 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 children’s
performance in problem-solving in math.
Descrição
Palavras-chave
Primary school children Problem-solving in math Self-regulated learning Working memory capacity
Contexto Educativo
Citação
Ferreira, P. C., Ferreira, A. I., Veiga Simão, A. M., Prada, R., Paulino, A. P., & Rodrigues, R. (2022). Self-regulated learning and working memory determine problem-solving accuracy in math. The Spanish Journal of Psychology, 25, e23. https://doi.org/10.1017/SJP.2022.19
Editora
Cambridge University Press