Ferreira PDC, Ferreira AI, Veiga Simão AMVD, Prada R, Paulino AP, Rodrigues R. Self-Regulated Learning and Working Memory Determine Problem-Solving Accuracy in Math.
THE SPANISH JOURNAL OF PSYCHOLOGY 2022;
25:e23. [PMID:
36155128 DOI:
10.1017/sjp.2022.19]
[Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
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 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.
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