Working memory, academic goal orientation, and Mathematics performance

Goh, Hui Chin

Publication:
Working memory, academic goal orientation, and Mathematics performance

dc.contributor.author	Goh, Hui Chin
dc.date.accessioned	2010-12-08T02:44:06Z
dc.date.available	2010-12-08T02:44:06Z
dc.date.issued	2010
dc.date.submitted	2010
dc.description.abstract	In academic achievement, there has been a call for working memory and goals to be considered together (Covington, 2000). This study thus examines the way in which working memory, goal orientation and Mathematics achievement are related. Participants were 316 upper primary school students. Through a series of structural equation models, it was argued that the data best fit a model where goal orientation and working memory separately accounted for unique variance in Mathematics proficiency (additive model). Results are consistent with studies in cognitive psychology, and suggest that goals impact achievement not merely through the increased allocation of mental resources or effort to working memory. This study contends that rather than rate of learning, goals influence the quality of learning through learning strategies. Juxtaposing these findings with the levels of endorsement that local students place upon academic goals, pedagogical implications are discussed.
dc.identifier.callno	LB1063 Goh
dc.identifier.uri	https://hdl.handle.net/10497/4237
dc.language.iso	en	en
dc.subject.lcsh	Memory in children.
dc.subject.lcsh	Short-term memory in children.
dc.subject.lcsh	Goal (Psychology)
dc.subject.lcsh	Academic achievement.
dc.subject.lcsh	Motivation in education.
dc.subject.lcsh	Mathematics--Study and teaching (Primary)--Singapore.
dc.supervisor	Lee, Kerry
dc.title	Working memory, academic goal orientation, and Mathematics performance	en
dc.type	Thesis	en
dspace.entity.type	Publication