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Export Reference (APA) 
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)
Export Reference (IEEE) 
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
Export BibTeX 
@article{ferreira2022_1716058995015,
	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"
}
Export RIS 
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  -