Individual differences in basic cognitive processes and self-regulated learning: their interaction effects on math performance

Musso, Mariel; Boekaerts, Monique; Segers, Mien; Cascallar, Eduardo

Individual differences in basic cognitive processes and self-regulated learning: their interaction effects on math performance, (2019-03)

Musso, Mariel; Boekaerts, Monique; Segers, Mien; Cascallar, Eduardo

Instituto: Instituto de Ciencias Sociales y Disciplinas Proyectuales
Temas: Psicología; Psicología de la Educación; Memoria de Trabajo; Aprendizaje; Aprendizaje Autorregulado; Matemáticas; Rendimiento Matemático
Extensión: 2 p.
Area de investigación: Psicología
Línea de investigación: Psicología Educacional y del Desarrollo
Responsable del proyecto: Musso, Mariel F.
Nombre del proyecto: Patrones complejos en la predicción de resultados en la educación superior: abriendo la “caja negra” de Redes Neuronales Artificiales para su mejor comprensión
Código del proyecto: P17S01

Resumen:

The study analyzes the relationships between working memory capacity, executive attention, and self-regulated learning (SRL) on math performance (MP), and more specifically on items with different levels of complexity and difficulty. Sample: 575 university students (female: 47.5%; 18–25 years old), first academic year. Instruments: Attention Network Test; Automated Operation Span; Mathematics Test; On-line Motivation Questionnaire, and Learning Strategies Questionnaire. Results confirm the crucial role of individual differences in WMC that impact directly on MP, mediated by subjective competence. Affective SRL contribute significantly as mediating variables but their positive effect depends on the availability of cognitive resources.