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

Mariel F. Musso*, Monique Boekaerts, Mien Segers, Eduardo C. Cascallar

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

8 Citations (Web of Science)

Abstract

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. Findings partially confirmed the differential contribution of cognitive processes in the prediction of performance in complex vs difficult items. We found support for a complex pattern of interactions between cognitive processes and components of srl model at the strategy level, in their effect on mp, and given specific item characteristics.
Original languageEnglish
Pages (from-to)58-70
Number of pages13
JournalLearning and Individual Differences
Volume71
DOIs
Publication statusPublished - Apr 2019

Keywords

  • Working memory
  • Executive attention
  • Self-regulated learning
  • Item characteristics
  • Math performance
  • WORKING-MEMORY CAPACITY
  • EXECUTIVE ATTENTION
  • GOAL ORIENTATION
  • TASK COMPLEXITY
  • EMOTION REGULATION
  • ACHIEVEMENT GOALS
  • SPAN TASKS
  • EFFICACY
  • MOTIVATION
  • MATHEMATICS

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