Working Memory Capacity, Cognitive Regulation, and Their Relationship to Academic Achievement in University Students

  •  Amine Amzil    


The present study investigates the relationship between working memory capacity, cognitive regulation, and academic achievement for university students. Additionally, it examines whether working memory capacity and/or cognitive regulation can predict academic achievement. For the 139 university students who took part in the study, working memory capacity was measured via a digit span test, cognitive regulation was measured via the MAI (Metacognitive Awareness Inventory), and academic achievement was measured via GPA. The results indicate that there is a significant relationship between working memory capacity and cognitive regulation ability, that cognitive regulation had a marginally stronger correlation with GPA than working memory capacity did, and that the working memory ability and cognitive regulation model was a good predictor of academic achievement for the sample studied.

This work is licensed under a Creative Commons Attribution 4.0 License.
  • ISSN(Print): 1927-5250
  • ISSN(Online): 1927-5269
  • Started: 2012
  • Frequency: bimonthly

Journal Metrics

Google-based Impact Factor (2021): 1.93

h-index (July 2022): 48

i10-index (July 2022): 317

h5-index (2017-2021): 31

h5-median (2017-2021): 38

Learn more