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Costa Ferreira, P. A. N., Ferreira, A. I., Da Veiga Simão, A. M., Prada, R., Paulino, A. P. & Rodrigues, R. (2022). Self-regulated learning and working memory determine problem-solving accuracy in math. The Spanish Journal of Psychology. 25 (6)
P. A. Ferreira et al., "Self-regulated learning and working memory determine problem-solving accuracy in math", in The Spanish Journal of Psychology, vol. 25, no. 6, 2022
@article{ferreira2022_1732212075840, author = "Costa Ferreira, P. A. N. and Ferreira, A. I. and Da Veiga Simão, A. M. and Prada, R. and Paulino, A. P. and Rodrigues, R.", title = "Self-regulated learning and working memory determine problem-solving accuracy in math", journal = "The Spanish Journal of Psychology", year = "2022", volume = "25", number = "6", doi = "10.1017/SJP.2022.19", url = "https://doi.org/10.1017/SJP.2022.19" }
TY - JOUR TI - Self-regulated learning and working memory determine problem-solving accuracy in math T2 - The Spanish Journal of Psychology VL - 25 IS - 6 AU - Costa Ferreira, P. A. N. AU - Ferreira, A. I. AU - Da Veiga Simão, A. M. AU - Prada, R. AU - Paulino, A. P. AU - Rodrigues, R. PY - 2022 SN - 1138-7416 DO - 10.1017/SJP.2022.19 UR - https://doi.org/10.1017/SJP.2022.19 AB - 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 (M age = 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. ER -