TY - JOUR
T1 - Self-Regulated Learning and Working Memory Determine Problem-Solving Accuracy in Math
AU - Ferreira, Paula Da Costa
AU - Ferreira, Aristides I.
AU - Veiga Simão, Ana Margarida Vieira Da
AU - Prada, Rui
AU - Paulino, Ana Paula
AU - Rodrigues, Ricardo
N1 - Publisher Copyright:
© Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2022.
PY - 2022/9/26
Y1 - 2022/9/26
N2 - 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 (M age = 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.
AB - 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 (M age = 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.
KW - primary school children
KW - problem-solving in math
KW - self-regulated learning
KW - working memory capacity
UR - http://www.scopus.com/inward/record.url?scp=85138618716&partnerID=8YFLogxK
U2 - 10.1017/SJP.2022.19
DO - 10.1017/SJP.2022.19
M3 - Article
C2 - 36155128
AN - SCOPUS:85138618716
SN - 1138-7416
VL - 25
JO - Spanish Journal of Psychology
JF - Spanish Journal of Psychology
IS - 6
M1 - e23
ER -