The role of achievement goals, working memory and cognitive learning styles (field dependent, independent of context) in anticipation of the first secondary grade seven math achievement of students in Mashhad

Subject Areas : Educational Science

hadi taghi zadeh ¹ , noshiravan khezri moghadam ² , hamdolalah manzari tavakoli ³ , zahra Zinedine Meymand ⁴

1 - دانشجوی دکتری روان شناسی تربیتی دانشگاه آزاد اسلامی، واحد کرمان
2 - استادیار گروه روان شناسی دانشگاه شهید باهنر
3 - استادیار گروه روان شناسی واحد کرمان
4 - استادیار گروه روان شناسی واحد کرمان

Received: 2015-10-13 Accepted : 2015-11-05 Published : 2015-11-22

Keywords: working memory, Achievement, cognitive styles, math achievement,

Abstract :

This study examined the role of achievement goals, working memory and cognitive styles in predicting academic achievement in math. Among all students in grade seven high schools in the two cities of Mashhad, 264 people sampling multi-stage cluster were selected and questionnaires cognitive styles dependent on context and unrelated to the fields, inventory goal orientation Midgley et al (1998 ) and full questionnaire responded memory. To analyze the data, Pearson correlation and regression analysis were used. The results showed that cognitive styles, achievement goals and working memory there is a significant positive correlation with math achievement and predicted mathematics achievement is the highest share in working memory. Cognitive styles of students who are independent, have reported the amount of memory span more active. Students with independent stylistic mastery goals are more or average score. Students with field dependent cognitive style are more avoidant score goals. Working memory is a significant relationship mastery goals. - The relationship between working memory span and approach the target score in order to direct significant relationship exists between working memory span and score the aim of avoiding significant negative relationship exists Dard.ntayj research shows that mathematical achievement of the goals of progress , stylistic and working memory predictable. But regression analysis revealed that the share of working memory span is a goal of developing cognitive styles.