Links between motivation and metacognition and achievement in cognitive performance among primary school pupils

Anales de Psicologia

article

Natalia Lara Nieto-Márquez¹  Sandra García-Sinausía¹  Miguel Ángel Pérez Nieto¹ 

[1] Universidad Camilo José Cela. Facultad de educación y salud;Smile and Learn Digital Creations. Departamento de Educación

关键词: Cognitive performance;    Motivation;    Metacognition;    Goal motivation;    Academic achievement;    Primary school;   

DOI  :  10.6018/analesps.37.1.383941

学科分类：心理学（综合）

来源: Ediciones De La Universidad De Murcia

【 摘 要 】

Sundry studies have emphasised the importance of motivation incognitive performance, as well as its link to metacognitive development.The objective here is to explore the motivation variables that influence theperformance of cognitive tasks, along with their effect on metacognition.The study sample consists of 354 primary school pupils aged 8-11 at a stateschool in the Community of Madrid (Spain). The following measuring instruments have been used for studying the variables: Motivación para elAprendizaje y la Ejecución (MAPE-I) [Motivation for Learning and Execution], a questionnaire on motivation variables; the Junior MetacognitiveAwareness Inventory (Jr. MAI), for metacognitive variables, and the battery of tests in the Evaluación Neuropsicológica de las Funciones Ejecutivas en Niños (ENFEN) [Neuropsychological Assessment of Executive Functions inChildren], for assessing cognitive performance. The results reveal a significant effect between the motivation for focusing on learning and cognitiveperformance in the tasks that involve inhibition, flexibility, and workingmemory. We also find a significant effect between increased effort andknowledge regulation. Furthermore, we analyse the relations between thevariables by school year to determine the age effect. We evaluate the results’ academic implications.

【 授权许可】

CC BY-NC-ND