社会与工程心理学研究室知识库

工作记忆是大脑工作所需资源的临时存储器，对学习和工作有显著影响。成就动机是人们完成任务过程中力求获得成功的内部动因，包含追求成功和避免失败两个成分，对中学生的学习成绩同样具有显著影响。以往对于工作记忆和成就动机的研究已有一些，但是对于两者之间关系及对中学生学习成绩的共同影响等研究非常少。近年来，许多学者对学习动机和认知因素与数学成绩进行了探索，动机可以影响工作记忆从而影响学习效果，而工作记忆的改善也会影响学习动机，动机系统的整合也会受到认知资源的限制。本研究在成就动机结构的理论框架下，研究工作记忆、成就动机对数学成绩的影响，扩展成就动机与工作记忆的关系研究，为改善教师教学提高数学成绩提供理论指导。

本研究被试为 205 名中学生，运用 quizizz 程序分别编制计算记忆广度、阅读记忆广度、计数记忆广度和复杂记忆广度的测试程序进行实验，测量被试的工作记忆广度和反应时间；同时使用 1988 年叶仁敏修订的中文版成就动机量表 (AMS)测量成就动机；最后收集数学学科成绩数据。我们研究发现，成就动机维度中追求成功的动机以及成就动机总分均与数学成绩显著正相关；计数记忆广度和数学成绩显著正相关。在工作记忆均值与数学成绩边缘显著的前提下，成就动机作为中介变量调节工作记忆均值与数学成绩之间的关系。

本研究证明了工作记忆和成就动机都对中学生的数学成绩具有显著影响，给教育和发展心理学研究提供了数学成绩相关因素的新的证据。随着我国教育部新课改的实施与推进,我们需要关注和加强对学生工作记忆和学习动机的培养和训练。

Working memory is the temporary storage of resources needed for the brain to work and has a significant impact on learning and work. Achievement motivation is the internal motivation of people to strive for success in the process of accomplishing a task, which contains two components: the pursuit of success and the avoidance of failure, and it also has a significant effect on the academic performance of secondary school students. In the past, there have been some studies on working memory and achievement motivation, but there are very few studies on the relationship between the two and their joint effects on secondary school students' academic performance. In recent years, many scholars have explored the relationship between motivation and cognitive factors and math achievement; motivation can affect working memory and thus learning outcomes, while improvements in working memory can also affect motivation, and the integration of motivational systems can be limited by cognitive resources. This study investigates the effects of working memory and achievement motivation on math achievement under the theoretical framework of the structure of achievement motivation, extends the research on the relationship between achievement motivation and working memory, and provides theoretical guidance for improving teachers' teaching to improve math achievement.

The subjects in this study were 205 middle school and high school students. The quizizz program was used to develop test procedures for computational memory breadth, reading memory breadth, counting memory breadth, and complex memory breadth for experiments to measure the working memory breadth and reaction time of the subjects; at the same time, the Chinese version of the Achievement Motivation Scale (AMS), which was revised by Yeh Jen-min in 1988, was used to measure the achievement motivation; and finally, the achievement achievement data of the subject of mathematics were collected. Data. We found that both the motivation to pursue success and the total score of achievement motivation in the achievement motivation dimension were significantly positively correlated with math achievement; counting memory breadth and math achievement were significantly positively correlated. On the premise that working memory mean and math achievement were marginally significant, achievement motivation served as a mediating variable moderating the relationship between working memory mean and math achievement.

The present study demonstrated that both working memory and achievement motivation have a significant effect on secondary school students' mathematics achievement, providing new evidence to educational and developmental psychology research on the correlates of mathematics achievement. With the implementation and advancement of the new curriculum reform of China's Ministry of Education, we need to pay attention to and strengthen the cultivation and training of students' working memory and motivation.