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

Educational Psychology

Volumn 34, Issue 1, 2014, Pages 73-91

  Lee, Kerry ^a   Ning, Flora ^a   Goh, Hui Chin ^a  

^a NANYANG TECHNOLOGICAL UNIVERSITY   (Singapore)

Author keywords

academic performance; motivation; working memory

Indexed keywords

EID: 84892389229     PISSN: 01443410     EISSN: 14695820     Source Type: Journal    
DOI: 10.1080/01443410.2013.836158     Document Type: Article

References (79)

1. Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Newbury Park, CA: Sage.
2. Akaike, H. (1974). A new look at the statistical model identification. IEEE Transactions on Automatic Control, 19, 716-723. doi:10.1109/TAC.1974.1100705
3. Ali, J., & McInerney, D. M. (2004). Multidimensional assessment of school motivation. Paper presented at the self-concept, motivation and identity: Where to from here? Berlin.
4. Alloway, T. P. (2007a). The automated working memory assessment. London: Psychological Corporation.
5. Alloway, T. P. (2007b). Working memory, reading and mathematical skills in children with developmental coordination disorder. Journal of Experimental Child Psychology, 97, 20-36.
6. Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation process. Journal of Educational Psychology, 80, 260-267. doi:10.1037/0022-0663.80.3.260
7. Andersson, U. (2008). Working memory as a predictor of written arithmetical skills in children: The importance of central executive functions. British Journal of Educational Psychology, 78, 181-203.
8. Avery, R., & Smillie, L. (2013). The impact of achievement goal states on working memory. Motivation and Emotion, 3, 39-49. doi:10.1007/s11031-012-9287-4
9. Baddeley, A. D. (1996). Exploring the central executive. The Quarterly Journal of Experimental Psychology, 49A, 5-28.
10. Baddeley, A. D. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4, 417-423.
11. Baddeley, A. D., & Hitch, G. J. (1974). Working memory. In G. H. Bower (Ed.), The psychology of learning and motivation, Vol. 8. London: Academic Press.
12. Barker, K. L., McInerney, D. M., & Dowson, M. (2002). Performance approach - Performance avoidance and depth of information processing: A fresh look at relations between students academic motivation and cognition. Educational Psychology, 22, 571-589.
13. Baron, R. M., & Kenny, D. A. (1986). Moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182.
14. Barron, K. E., & Harackiewicz, J. M. (2001). Achievement goals and optimal motivation: Testing multiple goal models. Journal of Personality and Social Psychology, 80, 706-722. doi:10.1037//0022-3514.80.5.706
15. Bell, B. S., & Kozlowski, W. J. (2002). Goal orientation and ability: Interactive effects on self-efficacy, performance, and knowledge. Journal of Applied Psychology, 87, 497-505. doi:10.1037/0021-9010.87.3.497
16. Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107, 238-246.
17. Brooks, D. W., & Shell, D. F. (2006). Working memory, motivation, and teacher-initiated learning. Journal of Science Education and Technology, 15, 17-30. doi:10.1007/s10956-006-0353-0
18. Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing stuctural equation models (pp. 136-162). Newbury Park, CA: Sage.
19. Butler, R. (1992). What young people want to know when: Effects of mastery and ability goals on interest in different kinds of social comparisons. Journal of Personality and Social Psychology, 62, 934-943. doi:10.1037/0022-3514.62.6.934
20. Chan, D., Schmitt, N., DeShon, R. P., Clause, C. S., & Delbridge, K. (1997). Reactions to cognitive ability tests: The relationships between race, test performance, face validity perceptions, and test-taking motivation. Journal of Applied Psychology, 82, 300-310. doi:10.1037/0021-9010.82.2.300
21. Covington, M. V., & Müeller, K. J. (2001). Intrinsic versus extrinsic motivation: An approach/avoidance reformulation. Educational Psychology Review, 13, 157-176.
22. Cowan, N. (1999). An embedded-processes model of working memory. In A. Miyake & P. Shah (Eds.), Models of working memory: Mechanisms of active maintenance and executive control (pp. 62-101). New York, NY: Cambridge University Press.
23. Darnon, C., Muller, D., Schrager, S. M., Pannuzzo, N., & Butera, F. (2006). Mastery and performance goals predict epistemic and relational conflict regulation. Journal of Educational Psychology, 98, 766-776. doi:10.1037/0022-0663.98.4.766
24. Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048. doi:10.1037/0003-066X.41.10.1040
25. Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
26. Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189. doi:10.1207/s15326985ep3403_3
27. Engle, R. W., Kane, M. J., & Tuholski, S. W. (1999). Individual differences in working memory capacity and what they tell us about controlled attention, general fluid intelligence, and functions of the prefrontal cortex. In A. Miyake & P. Shah (Eds.), Models of working memory: Mechanisms of active maintenance and executive control (pp. 102-134). New York, NY: Cambridge University Press.
28. Eysenck, M. W., & Calvo, M. G. (1992). Anxiety and performance: The processing efficiency theory. Cognition & Emotion, 6, 409-434. doi:10.1080/02699939208409696
29. Eysenck, M. W., Derakshan, N., Santos, R., & Calvo, M. G. (2007). Anxiety and cognitive performance: Attentional control theory. Emotion, 7, 336-353. doi:10.1037/1528-3542.7.2.336
30. Fortier, M. S., Vallerand, R. J., & Guay, F. (1995). Academic motivation and school performance: Toward a structural model. Contemporary Educational Psychology, 20, 257-274. doi:10.1006/ceps.1995.1017
31. Fuchs, L. S., Compton, D. L., Fuchs, D., Paulsen, K., Bryant, J. D., & Hamlett, C. L. (2005). The prevention, identification, and cognitive determinants of math difficulty. Journal of Educational Psychology, 97, 493-513.
32. Gallagher, A. M., De Lisi, R., Holst, P. C., McGillicuddy-De Lisi, A. V., Morely, M., & Cahalan, C. (2000). Gender differences in advanced mathematical problem solving. Journal of Experimental Child Psychology, 75, 165-190.
33. Gathercole, S. E., Pickering, S. J., Ambridge, B., & Wearing, H. (2004). The structure of working memory from 4 to 15 years of age. Developmental Psychology, 40, 177-190.
34. Graham, S., & Golan, S. (1991). Motivational influences on cognition: Task involvement, ego involvement, and depth of information processing. Journal of Educational Psychology, 83, 187-194.
35. Harackiewicz, J. M., Barron, K. E., Carter, S. M., Lehto, A. T., & Elliot, A. J. (1997). Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. Journal of Personality and Social Psychology, 73, 1284-1295.
36. Harackiewicz, J. M., Barron, K. E., Tauer, J. M., Carter, S. M., & Elliot, A. J. (2000). Short-term and long-term consequences of achievement goals: Predicting interest and performance over time. Journal of Educational Psychology, 92, 316-330. doi:10.1037//0022-0663.92.2.316
37. Harcourt Assessment. (2005). Wechsler individual achievement test: Examiner's manual (2nd ed.). San Antonio, TX: Author.
38. Heitz, R. P., Schrock, J. C., Payne, T. W., & Engle, R. W. (2008). Effects of incentive on working memory capacity: Behavioral and pupillometric data. [Research Support, US Gov't, Non-P.H.S.]. Psychophysiology, 45, 119-129. doi:10.1111/j.1469-8986.2007.00605.x
39. Ho, I. T., & Hau, K.-T. (2008). Academic achievement in the Chinese context: The role of goals, strategies, and effort. International Journal of Psychology, 43, 892-897. doi:10.1080/00207590701836323
40. Humphreys, M. S., & Revelle, W. (1984). Personality, motivation, and performance: A theory of the relationship between individual differences and information processing. Psychological Review, 91, 153-184.
41. Hyde, J. S., Fennema, E., & Lamon, S. J. (1990). Gender differences in mathematics performance: A meta-analysis. Psychological Bulletin, 107, 139-155.
42. Imbo, I., Vandierendonck, A., & Rosseel, Y. (2007). The influence of problem features and individual differences on strategic performance in simple arithmetic. Memory & Cognition, 35, 454-463.
43. Jung, E. S., & Reid, N. (2009). Working memory and attitudes. Research in Science & Technological Education, 27, 205-223. doi:10.1080/02635140902853665
44. Kenney-Benson, G. A., Pomerantz, E. M., Ryan, A. M., & Patrick, H. (2006). Sex differences in math performance: The role of children's approach to schoolwork. Developmental Psychology, 42, 11-26. doi:10.1037/0012-1649.42.1.11
45. Lee, K., Bull, R., & Ho, R. H. M. (2013). Developmental changes in executive functioning. Child Development. doi: 10.1111/cdev.12096
46. Lee, K., Ng, S.-F., Ng, E.-L., & Lim, Z.-Y. (2004). Working memory and literacy as predictors of performance on algebraic word problems. Journal of Experimental Child Psychology, 89, 140-158. doi:10.1016/j.jecp.2004.07.001
47. Lee, K., & Ng, S. F. (2009). Solving algebraic word problems: The roles of working memory and the model method. In P. Y. Lee (Ed.), Mathematics education: The Singapore journey (pp. 204-226). Singapore: World Scientific.
48. Lee, K., Ng, E. L., & Ng, S. F. (2009). The contributions of working memory and executive functioning to problem representation and solution generation in algebraic word problems. Journal of Educational Psychology, 101, 373-387. doi:10.1037/a0013843
49. Lee, K., Pe, M. L., Ang, S. Y., & Stankov, L. (2009). Do measures of working memory predict academic proficiency better than measures of intelligence? Psychological Science Quarterly, 51, 403-419.
50. Lee, K., & Peh, Y. X. (2008). Differences in working memory profiles amongst children with low versus average academic performances. Korean Journal of Thinking & Problem Solving, 18, 21-33.
51. Lepper, M. R., & Henderlong, J. (2000). Turning 'play' into 'work' and 'work' into 'play': 25 years of research on intrinsic versus extrinsic motivation. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 257-307). San Diego, CA: Academic Press.
52. Linnenbrink, E. A., & Pintrich, P. R. (2000). Multiple pathways to learning and achievement: The role of goal orientation in fostering adaptive motivation, affect, and cognition. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 195-227). San Diego, CA: Academic Press.
53. Linnenbrink, E. A., Ryan, A. M., & Pintrich, P. R. (1999). The role of goals and affect in working memory functioning. Learning and Individual Differences, 11, 213-230. doi:10.1016/s1041-6080(00)80006-0
54. Maehr, M. L. (1984). Meaning and motivation. Toward a theory of personal investment. In R. Ames & C. Ames (Eds.), Research on motivation in education (pp. 115-144). Orlando, FL: Academic Press.
55. Martin, A. J., Marsh, H. W., & Debus, R. L. (2001). Self-handicapping and defensive pessimism: Exploring a model of predictors and outcomes from a self-protection perspective. Journal of Educational Psychology, 93, 87-102. doi:10.1037/0022-0663.93.1.87
56. Martin, A. J., Marsh, H. W., & Debus, R. L. (2003). Self-handicapping and defensive pessimism: A model of self-protection from a longitudinal perspective. Contemporary Educational Psychology, 28, 1-36. doi:10.1016/S0361-476X(02)00008-5
57. McInerney, D. M., Roche, L. A., McInerney, V., & Marsh, H. W. (1997). Cultural perspectives on school motivation: The relevance and application of goal theory. American Educational Research Journal, 34, 207-236.
58. McInerney, D. M., & Sinclair, K. E. (1991). Cross cultural model testing: Inventory of school motivation. Educational and Psychological Measurement, 51, 123-133. doi:10.1177/0013164491511011
59. McInerney, D. M., & Sinclair, K. E. (1992). Dimensions of school motivation: A cross-cultural validation study. Journal of Cross-Cultural Psychology, 23, 389-406.
60. Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988). Students' goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514-523. doi:10.1037/0022-0663.80.4.514
61. Meece, J. L., & Holt, K. (1993). A pattern analysis of students' achievement goals. Journal of Educational Psychology, 85, 582-590. doi:10.1037/0022-0663.85.4.582
62. Middleton, M. J., Kaplan, A., & Midgley, C. (2004). The change in middle school students' achievement goals in mathematics over time. Social Psychology of Education, 7, 289-311.
63. Miyake, A., & Shah, P. (1999). Models of working memory: Mechanisms of active maintenance and executive control. Cambridge, UK: Cambridge University Press.
64. Muthén, L. K., & Muthén, B. O. (2010). Mplus (Version 6). Los Angeles, CA: Muthén & Muthén.
65. Phillips, J. M., & Gully, S. M. (1997). Role of goal orientation, ability, need for achievement, and locus of control in the self-efficacy and goal-setting process. Journal of Applied Psychology, 82, 792-802. doi:10.1037/0021-9010.82.5.792
66. Pintrich, P. R., Roeser, R. W., & DeGroot, E. A. M. (1994). Classroom and individual differences in early adolescents' motivation and self-regulated learning. Journal of Early Adolescence, 14, 139-161.
67. Roebers, C. M., Cimeli, P., Röthlisberger, M., & Neuenschwander, R. (2012). Executive functioning, metacognition, and self-perceived competence in elementary school children: An explorative study on their interrelations and their role for school achievement. Metacognition & Learning, 7, 151-173. doi:10.1007/s11409-012-9089-9
68. Ryan, A. M., & Patrick, H. (2001). The classroom social environment and changes in adolescents' motivation and engagement during middle school. American Educational Research Journal, 38, 437-460. doi:10.3102/00028312038002437
69. Savine, A. C., Beck, S. M., Edwards, B. G., Chiew, K. S., & Braver, T. S. (2010). Enhancement of cognitive control by approach and avoidance motivational states. Cognition and Emotion, 24, 338-356.
70. Schmader, T., Johns, M., & Forbes, C. (2008). An integrated process model of stereotype threat effects on performance. Psychological Review, 115, 336-356. doi:10.1037/0033-295X.115.2.336
71. Schwarz, G. E. (1978). Estimating the dimension of a model. Annals of Statistics, 6, 461-464. doi:10.1214/aos/1176344136
72. Sobel, M. E. (1982). Asymptotic confidence intervals for indirect effects in structural equation models. In S. Leinhardt (Ed.), Sociological methodology 1982 (pp. 290-312). Washington, DC: American Sociological Association.
73. Swanson, H. L. (2004). Working memory and phonological processing as predictors of children's mathematical problem solving at different ages. Memory and Cognition, 32, 648-661.
74. Swanson, H. L., & Beebe-Frankenberger, M. (2004). The relationship between working memory and mathematical problem solving in children at risk and not at risk for serious math difficulties. Journal of Educational Psychology, 96, 471-491.
75. Szatkowska, I., Bogorodzki, P., Wolak, T., Marchewka, A., & Szeszkowski, W. (2008). The effect of motivation on working memory: An fMRI and SEM study. Neurobiology of Learning and Memory, 90, 475-478. doi:10.1016/j.nlm.2008.06.001.
76. Wechsler, D. (2001). Wechsler individual achievement test, Vol. 2. San Antonio, TX: The Psychological Corporation.
77. Wolters, C. A. (2004). Advancing achievement goal theory: Using goal structures and goal orientations to predict students' motivation, cognition, and achievement. Journal of Educational Psychology, 96, 236-250. doi:10.1037/0022-0663.96.2.236
78. Wolters, C. A., Yu, S. L., & Pintrich, P. R. (1996). The relation between goal orientation and students' motivational beliefs and self-regulated learning. Learning and Individual Differences, 8, 211-238. doi: http://dx.doi.org/10.1016/S1041-6080(96)90015-1
79. Zelazo, P. D., Qu, L., & Müller, U. (2005). Hot and cool aspects of executive function: Relations in early development. In W. Schneider, R. Schumann-Hengsteler, & B. Sodian (Eds.), Young children's cognitive development: Interrelationships among executive functioning, working memory, verbal ability, and theory of mind (pp. 71-93). Mahwah, NJ: Lawrence Erlbaum.