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Individual differences in basic cognitive processes and self-regulated learning: Their interaction effects on math performance.

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Title: Individual differences in basic cognitive processes and self-regulated learning: Their interaction effects on math performance.
Authors: Musso, Mariel F. (AUTHOR), Boekaerts, Monique (AUTHOR), Segers, Mien (AUTHOR), Cascallar, Eduardo C. (AUTHOR)
Source: Learning & Individual Differences. Apr2019, Vol. 71, p58-70. 13p.
Subjects: Self-regulated learning, Learning, Individual differences, Level of difficulty, Mathematics, Fuzzy measure theory
Abstract: Abstract The study analyzes the relationships between working memory capacity, executive attention, and self-regulated learning (SRL) on math performance (MP), and more specifically on items with different levels of complexity and difficulty. Sample: 575 university students (female: 47.5%; 18–25 years old), first academic year. Instruments: Attention Network Test; Automated Operation Span; Mathematics Test; On-line Motivation Questionnaire, and Learning Strategies Questionnaire. Results confirm the crucial role of individual differences in WMC that impact directly on MP, mediated by subjective competence. Affective SRL contribute significantly as mediating variables but their positive effect depends on the availability of cognitive resources. Findings partially confirmed the differential contribution of cognitive processes in the prediction of performance in complex vs difficult items. We found support for a complex pattern of interactions between cognitive processes and components of SRL model at the strategy level, in their effect on MP, and given specific item characteristics. Highlights • Working memory capacity underlies self-regulated learning information processing. • Complex interactions between working memory capacity & self-regulation in mathematics tasks. • Motivational variables effects depend on the availability of cognitive resources. • Relative independence between task complexity and difficulty effects in math items. [ABSTRACT FROM AUTHOR]
Copyright of Learning & Individual Differences is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Individual differences in basic cognitive processes and self-regulated learning: Their interaction effects on math performance.
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  Data: <searchLink fieldCode="AR" term="%22Musso%2C+Mariel+F%2E%22">Musso, Mariel F.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Boekaerts%2C+Monique%22">Boekaerts, Monique</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Segers%2C+Mien%22">Segers, Mien</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cascallar%2C+Eduardo+C%2E%22">Cascallar, Eduardo C.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Learning+%26+Individual+Differences%22">Learning & Individual Differences</searchLink>. Apr2019, Vol. 71, p58-70. 13p.
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  Data: <searchLink fieldCode="DE" term="%22Self-regulated+learning%22">Self-regulated learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+differences%22">Individual differences</searchLink><br /><searchLink fieldCode="DE" term="%22Level+of+difficulty%22">Level of difficulty</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Fuzzy+measure+theory%22">Fuzzy measure theory</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Abstract The study analyzes the relationships between working memory capacity, executive attention, and self-regulated learning (SRL) on math performance (MP), and more specifically on items with different levels of complexity and difficulty. Sample: 575 university students (female: 47.5%; 18–25 years old), first academic year. Instruments: Attention Network Test; Automated Operation Span; Mathematics Test; On-line Motivation Questionnaire, and Learning Strategies Questionnaire. Results confirm the crucial role of individual differences in WMC that impact directly on MP, mediated by subjective competence. Affective SRL contribute significantly as mediating variables but their positive effect depends on the availability of cognitive resources. Findings partially confirmed the differential contribution of cognitive processes in the prediction of performance in complex vs difficult items. We found support for a complex pattern of interactions between cognitive processes and components of SRL model at the strategy level, in their effect on MP, and given specific item characteristics. Highlights • Working memory capacity underlies self-regulated learning information processing. • Complex interactions between working memory capacity & self-regulation in mathematics tasks. • Motivational variables effects depend on the availability of cognitive resources. • Relative independence between task complexity and difficulty effects in math items. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Learning & Individual Differences is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=135772280
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      – Type: doi
        Value: 10.1016/j.lindif.2019.03.003
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      – Code: eng
        Text: English
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        PageCount: 13
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      – SubjectFull: Self-regulated learning
        Type: general
      – SubjectFull: Learning
        Type: general
      – SubjectFull: Individual differences
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      – SubjectFull: Level of difficulty
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      – SubjectFull: Mathematics
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      – SubjectFull: Fuzzy measure theory
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      – TitleFull: Individual differences in basic cognitive processes and self-regulated learning: Their interaction effects on math performance.
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              Text: Apr2019
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              Y: 2019
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