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The Effect of Achievement Goals and Working Memory Span on Mental Arithmetic Performances of Primary School Students

Author: ZhangXinHui
Tutor: JiangYanJu
School: Henan University
Course: Developmental and Educational Psychology
Keywords: Achievement goal Trait achievement goals Situational achievement goals Working memory span Primary school students Mental arithmetic
CLC: B844.2
Type: Master's thesis
Year: 2010
Downloads: 143
Quote: 1
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Abstract


Primary school mental arithmetic training and development is one of the important tasks of the elementary school mathematics teaching, how to improve the quality of mental arithmetic teaching, teacher of great concern. Achievement goal orientation as an important achievement motivation, have a very significant impact on the learning of the students. How mental arithmetic teaching rational use of achievement goals, and give full play to the positive role and avoid the negative effects, promote student mental arithmetic capabilities, and even comprehensive learning capabilities, has a very important significance. This study used a questionnaire and experimental method, including the two studies. A 180 fourth graders were tested, a trait achievement goal questionnaire measuring working memory span test and mental arithmetic test, in order to examine the relationship between the three. Study two using 2 (working memory span: high, low) × 3 (situational sexual achievement goal: to master the target, results approaching the target, results evasive target) × 3 (binary frequency: no carry bit, first bit, the second carry) mixed design, each containing 45 high, low working memory span group were randomly divided into three groups, and each group are activated in different contexts goal orientation, aims to examine the situational achievement goals, working memory span, the number of binary pairs primary school mental arithmetic achievement. The following main conclusions: (1) trait achievement goals, working memory span and mental arithmetic achievement of primary school children were significantly related to the above research. Working memory span, performance approach goals and performance avoidance goals is a direct predictor of mental arithmetic precision and mental arithmetic time. Working memory span results in the trait to avoid regulatory role between the goals and mental arithmetic accuracy rate. (2) excludes trait achievement goal, different situational achievement goals still have a significant effect on mental arithmetic performance. The results approach goal mental arithmetic task on both sides effect: the individual mental arithmetic longer the goal, but the correct rate is higher; mastery goals counting on the heart positive role, the individual mental arithmetic time is short, the correct rate is also high; performance avoidance goals counting on the heart negative effects of individual mental arithmetic a long time, the correct rate is also low. (3) the number of carry have a significant impact on mental arithmetic, and interaction with the of situational goals on mental arithmetic accuracy rate significantly. In the secondary carry on the subject, the mental arithmetic accuracy rate in descending order: mastery goals, performance approach goal, performance avoidance goals; in a binary questions, mental arithmetic correct rate of mastery goals and achievements approaching the target were significantly higher than the avoidance goal achievement, no carry on the subject, no significant difference between the three scenarios target. (4) working memory span was to have a significant impact on mental arithmetic, and a significant interaction with situational goal of mental arithmetic accuracy rate. In high breadth Group, the mental arithmetic correct rate: mastery goals were significantly higher than scores approach and performance avoidance goals; in low breadth Group, mental arithmetic accuracy rate in descending order: performance approach goal, mastery goals, performance avoidance objectives. (5) subjects in the experimental conditions to start in goal orientation is consistent with the self-reported in the experiment actual holdings of achievement goal orientation, that is, in the corresponding target Priming subjects reported higher levels of achievement objectives.

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