Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/14624
Title: Interaction between cognitive and non-cognitive factors: The influences of academic goal orientation and working memory on mathematical performance
Authors: Lee, Kerry
Ning, Flora
Goh, Hui Chin
Issue Date: 2013
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. http://dx.doi.org/10.1080/01443410.2013.836158
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,
Description: This is the original draft, prior to peer-review, of a manuscript published in Educational Psychology: An International Journal of Experimental Psychology. The published version is available online at http://www.tandfonline.com/doi/full/10.1080/01443410.2013.836158
URI: http://hdl.handle.net/10497/14624
ISSN: 0144-3410
Other Identifiers: 10.1080/01443410.2013.836158
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