Cognitive processes and Self-regulated Learning: interactions and impact on General Academic Performance.

MUSSO, M. F.; CASCALLAR, E. C.; BOEKAERTS, M.

Yokohama

Congreso; 31st International Congress of Psychology; 2016

Ability and motivation are central to academic performance; however, specific interactions between motivational and cognitive variables have not been fully examined. Objective: to analyze the interactions between Cognitive Profile and Self-regulated Learning (SRL) factors and their impact on General Academic Performance (GAP). Sample: 453 university students, both genders, ages 18-25. Instruments: Attention Network Test; Automated Ospan; Learning Strategies Questionnaire; and Achievement Motivation Scale. GAP was measured by Grade Point Average. Results showed Cognitive Profile has the strongest effect on GAP. Students with high working memory (WM) performed significantly better than students with low WM, independently of Executive Attention. The "use of techniques/tools supporting learning" was the most important SRL factor interacting with Cognitive Profile group on GAP. Positive main effects were found for Attitude, Time Management, Selecting Main Ideas, Test Strategies, Attributions to effort/perseverance/ability, and Task Value on GAP. Results are discussed according to six-component SRL and cognitive architecture models.