Working memory is the temporary storage of resources needed for the brain to work and has a significant impact on learning and work. Achievement motivation is the internal motivation of people to strive for success in the process of accomplishing a task, which contains two components: the pursuit of success and the avoidance of failure, and it also has a significant effect on the academic performance of secondary school students. In the past, there have been some studies on working memory and achievement motivation, but there are very few studies on the relationship between the two and their joint effects on secondary school students' academic performance. In recent years, many scholars have explored the relationship between motivation and cognitive factors and math achievement; motivation can affect working memory and thus learning outcomes, while improvements in working memory can also affect motivation, and the integration of motivational systems can be limited by cognitive resources. This study investigates the effects of working memory and achievement motivation on math achievement under the theoretical framework of the structure of achievement motivation, extends the research on the relationship between achievement motivation and working memory, and provides theoretical guidance for improving teachers' teaching to improve math achievement.
The subjects in this study were 205 middle school and high school students. The quizizz program was used to develop test procedures for computational memory breadth, reading memory breadth, counting memory breadth, and complex memory breadth for experiments to measure the working memory breadth and reaction time of the subjects; at the same time, the Chinese version of the Achievement Motivation Scale (AMS), which was revised by Yeh Jen-min in 1988, was used to measure the achievement motivation; and finally, the achievement achievement data of the subject of mathematics were collected. Data. We found that both the motivation to pursue success and the total score of achievement motivation in the achievement motivation dimension were significantly positively correlated with math achievement; counting memory breadth and math achievement were significantly positively correlated. On the premise that working memory mean and math achievement were marginally significant, achievement motivation served as a mediating variable moderating the relationship between working memory mean and math achievement.
The present study demonstrated that both working memory and achievement motivation have a significant effect on secondary school students' mathematics achievement, providing new evidence to educational and developmental psychology research on the correlates of mathematics achievement. With the implementation and advancement of the new curriculum reform of China's Ministry of Education, we need to pay attention to and strengthen the cultivation and training of students' working memory and motivation.
修改评论