Working memory, mathematics motivation, and problem solving in English learners with and without risk for mathematics learning difficulties: evidence from a high-poverty urban district

This study examined whether working memory (WM) and general mathematics motivation were associated with word-problem-solving accuracy among 76 third-grade Latino English Learners (ELs), 43 of whom were identified as at risk for mathematics learning difficulties (MLD), in a high-poverty urban school district. Students completed WM tasks, a mathematics motivation scale, and standardized word-problem-solving measures. In the primary multilevel model, WM and motivation were each positively and uniquely associated with posttest word-problem-solving accuracy, and both associations remained significant after correction for multiple tests. Both associations also held after controlling for English proficiency and appeared for problems read aloud as well as problems students read independently. However, each association weakened under some alternative analyses. The WM association was no longer significant when prior word-problem performance was controlled, and the motivation association was not significant when motivation was measured at a single time point or when cluster-robust standard errors were used. Exploratory analyses did not detect mediation or moderation, but these tests had low statistical power. The findings offer cautious, correlational evidence that WM and motivation are distinct correlates of word-problem solving among ELs, including those at risk for MLD. Longitudinal and experimental studies are needed to test whether supporting both cognitive and motivational factors improves these students' outcomes.