Self-Regulated Learning and Working Memory Determine Problem-Solving Accuracy in Math.

Area of Science:

• Cognitive Psychology
• Educational Psychology
• Developmental Psychology

Background:

• Working memory (WM) is crucial for cognitive tasks.
• Self-regulated learning (SRL) significantly impacts academic performance.
• Understanding the interplay between WM, SRL, and math problem-solving is vital for primary education.

Purpose of the Study:

• To investigate the mediating role of SRL in the relationship between WM and math problem-solving accuracy.
• To examine specific SRL processes, particularly planning, in primary school children.
• To elucidate how WM capacity influences math performance through SRL.

Main Methods:

• Structural equation modeling was employed to analyze data from 269 primary school children.
• WM was assessed using reading and computation span tasks.
• SRL and math problem-solving performance were measured via a digital game and traditional math problems.

Main Results:

• WM positively predicted both SRL and math problem-solving accuracy.
• SRL mediated the relationship between WM capacity and math problem-solving accuracy.
• The planning phase of SRL emerged as a significant predictor of math problem-solving accuracy.

Conclusions:

• WM capacity is an important factor in children's math problem-solving, partly through its influence on SRL.
• Developing SRL skills, especially planning, can enhance math performance in primary school children.
• Interventions targeting SRL may improve the link between cognitive abilities like WM and academic outcomes.