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


  •  Amine Amzil    

Abstract

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

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