Options
Interaction between cognitive and non-cognitive factors: The influences of academic goal orientation and working memory on mathematical performance
Citation
Lee, K., Ning, F., & Goh, H. C. (2014). Interaction between cognitive and non-cognitive factors: The influences of academic goal orientation and working memory on mathematical performance. Educational Psychology: An International Journal of Experimental Psychology, 34(1), 73-91. https://doi.org/10.1080/01443410.2013.836158
Author
Lee, Kerry
•
Ning, Flora
•
Goh, Hui Chin
Abstract
Although the effects of achievement goals and working memory on academic performance are well established, it is not clear whether achievement goals and working memory jointly affect academic performance. Children from Primary 4 and 6 (N = 608) were administered (a) measures of working memory and updating from the Automated Working Memory Battery and a running span task, (b) performance and mastery goal measures from the Inventory of School Motivation, and (c) a battery of standardised and curriculum based mathematical tests. Structural equation modelling showed that performance goal had a negative effect on mathematics. Both mastery and performance goals had direct (positive and negative, Although the effects of achievement goals and working memory on academic performance are well established, it is not clear whether achievement goals and working memory jointly affect academic performance. Children from Primary 4 and 6 (N = 608) were administered (a) measures of working memory and updating from the Automated Working Memory Battery and a running span task, (b) performance and mastery goal measures from the Inventory of School Motivation, and (c) a battery of standardised and curriculum based mathematical tests. Structural equation modelling showed that performance goal had a negative effect on mathematics. Both mastery and performance goals had direct (positive and negative,
Date Issued
2013
Publisher
Taylor & Francis
Journal
Educational Psychology: An International Journal of Experimental Educational Psychology