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Self-Regulated Learning and Working Memory Determine Problem-Solving Accuracy in Math

Published online by Cambridge University Press:  26 September 2022

Paula Da Costa Ferreira Open the ORCID record for Paula Da Costa Ferreira [Opens in a new window] ,
Aristides I. Ferreira Open the ORCID record for Aristides I. Ferreira [Opens in a new window] ,
Ana Margarida Vieira Da Veiga Simão Open the ORCID record for Ana Margarida Vieira Da Veiga Simão [Opens in a new window] ,
Rui Prada Open the ORCID record for Rui Prada [Opens in a new window] ,
Ana Paula Paulino Open the ORCID record for Ana Paula Paulino [Opens in a new window]  and
Ricardo Rodrigues Open the ORCID record for Ricardo Rodrigues [Opens in a new window]
Paula Da Costa Ferreira*
Affiliation:
Universidade de Lisboa (Portugal)
Aristides I. Ferreira
Affiliation:
Instituto Universitário de Lisboa (ISCTE) (Portugal)
Ana Margarida Vieira Da Veiga Simão
Affiliation:
Universidade de Lisboa (Portugal)
Rui Prada
Affiliation:
Instituto Superior Técnico (INESC-ID) (Portugal)
Ana Paula Paulino
Affiliation:
Universidade Lusófona de Humanidades e Tecnologias (Portugal)
Ricardo Rodrigues
Affiliation:
Instituto Superior Técnico (INESC-ID) (Portugal)
*
Correspondence concerning this article should be addressed to Paula da Costa Ferreira. Universidade de Lisboa. Faculdade de Psicologia. Centro de Investigação em Ciência Psicológica (CICPSI). Alameda da Universidade. 1649–004 Lisboa (Portugal). E-mail: paula.ferreira@campus.ul.pt
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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 (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.

Keywords

primary school childrenproblem-solving in mathself-regulated learningworking memory capacity
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 25 , 2022 , e23
Copyright
© Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2022

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Footnotes

Paula Ferreira and Ana Margarida Veiga Simão work for Centro de Investigação em Ciência Psicológica (CICPSI), Faculdade de Psicologia, Universidade de Lisboa. Paula Paulino works for Digital Human-Environment Interaction Labs (HEI-Lab); Universidade Lusófona de Humanidades e Tecnologias, Lisboa. Rui Prada and Ricardo Rodrigues work for Instituto Superior Técnico, Instituto de Engenharia de Sistemas e Computadores: Investigação e Desenvolvimento em Lisboa (INESC-ID).

Funding Statement: This study received financing from national funds through Fundação para a Ciência e a Tecnologia (FCT) with reference CICPSI–UIDB/04527/2020, UIDP/04527/2020; INESC–ID UIDB/50021/2020, and the participative budget of the Câmara Municipal de Lisboa (Agreement No. 15033699).

Conflicts of Interest: None.

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