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

• Paula Da Costa Ferreira ^[1] ; Aristides I. Ferreira ^[2] ; Ana Margarida Vieira Da Veiga Simão ^[1] ; Rui Prada ^[4] ; Ana Paula Paulino ^[3] ; Ricardo Rodrigues ^[5]
  1. [1] Universidade de Lisboa

     Universidade de Lisboa

     Socorro, Portugal

     
  2. [2] Instituto Universitário de Lisboa

     Instituto Universitário de Lisboa

     Socorro, Portugal

     
  3. [3] Universidade Lusófona

     Universidade Lusófona

     Socorro, Portugal

     
  4. [4] Instituto Superior Técnico (INESC-ID) (Portugal)
  5. [5] Instituto Superior Técnico (INESC-ID) (Portugal)

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• Localización: The Spanish Journal of Psychology, ISSN 1138-7416, Nº 25, 2022, págs. 1-17
• Idioma: inglés
• DOI: 10.1017/SJP.2022.19
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• Resumen

  • 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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