Interaction between cognitive and non-cognitive factors: the influences of academic goal orientation and working memory on mathematical performance

Lee, Kerry; Ning, Flora; Goh, Hui Chin

doi:10.1080/01443410.2013.836158

Cited by 38 publications

(31 citation statements)

References 67 publications

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“…Although past research has demonstrated gender effects in relation to students' mastery goals and subject interests (e.g., Lee, Ning, & Goh, 2014;Meece & Holt, 1993;Schiefele, Krapp, & Winteler, 1992), such effects were not expected in the present study. With respect to student mastery goals, previous studies have yielded mixed results for gender differences.…”

Section: The Current Researchcontrasting

confidence: 63%

Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation

Schiefele

Schaffner

2015

Contemporary Educational Psychology

187

105

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Section: The Current Researchcontrasting

confidence: 63%

Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation

Schiefele

Schaffner

2015

Contemporary Educational Psychology

187

105

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“…Higher working memory accuracy scores were associated with higher NAPLAN scores in each of the five NAPLAN domains (numeracy, reading, writing, grammar, and spelling), all with moderately strong correlations. These results were consistent with previous research showing that working memory is related to academic achievement in numeracy (Dumontheil & Klingberg, 2012;Lee, Ning, & Goh, 2014;Raghubar, Barnes, & Hecht, 2010) and literacy skills (Gathercole et al, 2004;Jarvis & Gathercole, 2003), including reading comprehension (Cain, Oakhill, & Bryant, 2004;Kasperski & Katzir, 2013), and writing and spelling skills (Bourke, Davies, Sumner, & Green, 2014;Niedo, Abbott, & Berninger, 2014;Ormrod & Cochran, 1988).…”

Section: Relationship Between Working Memory and Academic Achievementsupporting

confidence: 93%

Does accuracy and confidence in working memory performance relate to academic achievement in NAPLAN, the Australian national curriculum assessment?

Chalmers

Freeman

2018

Australian Journal of Psychology

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Objective: The aim of this study was to examine how accuracy and confidence in working memory performance relates to academic achievement as assessed in the Australian national curriculum assessment (National Assessment Program-Literacy and Numeracy (NAPLAN)). Method: A total of 150 Australian schoolchildren enrolled in Year 4 participated in the study. Accuracy and confidence in performance of a working memory task were assessed. Associations between these working memory measurements and scores in each of the NAPLAN domains (numeracy, reading, persuasive writing, grammar, and spelling) were examined, separately for males and females. Results: Accuracy in working memory performance was associated with achievement in all five NAPLAN domains, in both males and females. Confidence in working memory performance was also related to achievement, but the pattern of results differed for males and females. For females, significant associations were found between confidence and achievement in numeracy, reading, writing, and spelling. For males, confidence was associated with achievement in numeracy only. Females outperformed males in persuasive writing. There was a non-significant trend for males to outperform females in numeracy. Conclusion: The strong links between working memory and achievement highlight the importance of early detection of working memory problems. Further research is needed to examine the extent to which the pattern of results generalises to other year levels.

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“…Therefore, understanding the factors related to strong mathematical abilities is extremely important. Research has primarily focused on the influences of many individual factors, both cognitive and non-cognitive ones [1][2][3], and recent studies highlight the complexity of the interaction between them [4][5][6]. More recent contributions have expanded the focus beyond the individual level, and have targeted factors allocated on the broader environmental level, such as the classroom, the relationship with the teachers and the family context [7][8][9][10][11].…”

mentioning

confidence: 99%

The role of cognitive and non-cognitive factors in mathematics achievement: The importance of the quality of the student-teacher relationship in middle school

et al. 2020

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There is increasing evidence that several factors, including both cognitive and non-cognitive ones, play an important role in mathematics achievement. Relatively little is known about how socio-emotional features and the quality of the student-teacher relationship correlate with mathematics achievement among adolescents in transition to middle school. The aim of the present study is to examine the role of cognitive factors (general cognitive abilities), non-cognitive factors (math anxiety and self-esteem), and the quality of the student-teacher relationship on mathematics achievement. A large sample of Italian sixth graders was evaluated upon entering middle school. The results showed that general cognitive ability was the best predictor of mathematics achievement. As regards non-cognitive factors, the level of math anxiety was effective in predicting mathematics achievement, after controlling for other measures including self-esteem and the quality of the student-teacher relationship. In particular, we found that the quality of the student-teacher relationship had an indirect influence on mathematics achievement through the mediation of math anxiety. Our findings seem to indicate that the quality of the student-teacher relationship may be related to mathematics achievement, through its effects on math anxiety. This may have important implications for practitioners and educators, as we can suggest that interventions devoted to improving the quality of the student-teacher relationship may play a positive role in both preventing math anxiety and promoting mathematics learning.

show abstract

Interaction between cognitive and non-cognitive factors: the influences of academic goal orientation and working memory on mathematical performance

Cited by 38 publications

References 67 publications

Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation

Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation

Does accuracy and confidence in working memory performance relate to academic achievement in NAPLAN, the Australian national curriculum assessment?

The role of cognitive and non-cognitive factors in mathematics achievement: The importance of the quality of the student-teacher relationship in middle school

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