Morosanova, V. I.; Fomina, T.G.; Kovas, Yulia and Bogdanova, O.Y.. 2015. Cognitive and regulatory characteristics and mathematical performance in high school students. Personality and Individual Differences, 90, pp. 117-186. ISSN 0191-8869 [Article]

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Abstract or Description

The study examined the links of cognitive and regulatory characteristics with mathematical outcomes in high school students. Participants were 318 14-16 year old students from 7 state schools in Russia. A computerized test battery was used to measure aspects of number sense, spatial ability, spatial memory and processing speed. The battery also included two measures of mathematical performance. Academic grades and final school test scores in mathematics were also collected. In addition, the students completed the Self-Regulation Profile of Learning Activity Questionnaire – SRPLAQ, which measures different aspects of self-regulation related to achieving learning goals, such as goal planning, results evaluation, and responsibility. The results suggest that cognitive and regulatory features are independently associated with mathematical performance, and that the links differ depending on the specific aspect of mathematical performance used.

Item Type:	Article
Identification Number (DOI):	https://doi.org/10.1016/j.paid.2015.10.034
Departments, Centres and Research Units:	Psychology
Dates:	Date Event 13 November 2015 Published 18 October 2015 Accepted 19 March 2015 Submitted
Item ID:	20660
Date Deposited:	13 Jul 2017 14:55
Last Modified:	13 Jul 2017 14:55
Peer Reviewed:	Yes, this version has been peer-reviewed.
URI:	https://research.gold.ac.uk/id/eprint/20660

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