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      Links between motivation and metacognition and achievement in cognitive performance among primary school pupils Translated title: Relaciones de la motivación con la metacognición y el desempeño en el rendimiento cognitivo en estudiantes de educación primaria

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          Abstract

          Abstact Sundry studies have emphasised the importance of motivation in cognitive performance, as well as its link to metacognitive development. The objective here is to explore the motivation variables that influence the performance of cognitive tasks, along with their effect on metacognition. The study sample consists of 354 primary school pupils aged 8-11 at a state school in the Community of Madrid (Spain). The following measuring instruments have been used for studying the variables: Motivación para el Aprendizaje y la Ejecución (MAPE-I) (Motivation for Learning and Execution), a questionnaire on motivation variables; the Junior Metacognitive Awareness Inventory (Jr. MAI), for metacognitive variables, and the battery of tests in the Evaluación Neuropsicológica de las Funciones Ejecutivas en Niños (ENFEN) (Neuropsychological Assessment of Executive Functions in Children), for assessing cognitive performance. The results reveal a significant effect between the motivation for focusing on learning and cognitive performance in the tasks that involve inhibition, flexibility, and working memory. We also find a significant effect between increased effort and knowledge regulation. Furthermore, we analyse the relations between the variables by school year to determine the age effect. We evaluate the results' academic implications.

          Translated abstract

          Resumen Diversas investigaciones destacan la importancia de la motivación en el rendimiento cognitivo y también la importancia de la motivación en la metacognición. El objetivo de esta investigación es indagar en las variables motivacionales que influyen en el rendimiento de tareas cognitivas y en la metacognición. La investigación se ha realizado en un colegio público de la Comunidad de Madrid. La muestra de este estudio corresponde a 354 alumnos de educación primaria, entre los 8 y 11 años de edad. Los instrumentos de medida seleccionados son: el cuestionario de Motivación hacia el Aprendizaje (MAPE-I), para las variables motivacionales; el Junior Metacognitive Awareness Inventory (Jr. MAI), para las variables metacognitivas y la batería de pruebas de Evaluación Neuropsicológica de las Funciones Ejecutivas en Niños (ENFEN), para la evaluación del rendimiento cognitivo. Los resultados obtenidos muestran efecto de la motivación de orientación al aprendizaje en relación con el rendimiento cognitivo en las pruebas que implican inhibición, flexibilidad y memoria operativa. También se observa efecto significativo entre la disposición al esfuerzo y la regulación del conocimiento. Igualmente, se analizan las relaciones entre las variables por curso para determinar el efecto de la edad. Se valoran las implicaciones educativas de los resultados.

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          Most cited references38

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          Executive Functions

          Executive functions (EFs) make possible mentally playing with ideas; taking the time to think before acting; meeting novel, unanticipated challenges; resisting temptations; and staying focused. Core EFs are inhibition [response inhibition (self-control—resisting temptations and resisting acting impulsively) and interference control (selective attention and cognitive inhibition)], working memory, and cognitive flexibility (including creatively thinking “outside the box,” seeing anything from different perspectives, and quickly and flexibly adapting to changed circumstances). The developmental progression and representative measures of each are discussed. Controversies are addressed (e.g., the relation between EFs and fluid intelligence, self-regulation, executive attention, and effortful control, and the relation between working memory and inhibition and attention). The importance of social, emotional, and physical health for cognitive health is discussed because stress, lack of sleep, loneliness, or lack of exercise each impair EFs. That EFs are trainable and can be improved with practice is addressed, including diverse methods tried thus far.
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            The unity and diversity of executive functions and their contributions to complex "Frontal Lobe" tasks: a latent variable analysis.

            This individual differences study examined the separability of three often postulated executive functions-mental set shifting ("Shifting"), information updating and monitoring ("Updating"), and inhibition of prepotent responses ("Inhibition")-and their roles in complex "frontal lobe" or "executive" tasks. One hundred thirty-seven college students performed a set of relatively simple experimental tasks that are considered to predominantly tap each target executive function as well as a set of frequently used executive tasks: the Wisconsin Card Sorting Test (WCST), Tower of Hanoi (TOH), random number generation (RNG), operation span, and dual tasking. Confirmatory factor analysis indicated that the three target executive functions are moderately correlated with one another, but are clearly separable. Moreover, structural equation modeling suggested that the three functions contribute differentially to performance on complex executive tasks. Specifically, WCST performance was related most strongly to Shifting, TOH to Inhibition, RNG to Inhibition and Updating, and operation span to Updating. Dual task performance was not related to any of the three target functions. These results suggest that it is important to recognize both the unity and diversity of executive functions and that latent variable analysis is a useful approach to studying the organization and roles of executive functions. Copyright 2000 Academic Press.
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              Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry.

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                Author and article information

                Journal
                ap
                Anales de Psicología
                Anal. Psicol.
                Universidad de Murcia (Murcia, Murcia, Spain )
                0212-9728
                1695-2294
                April 2021
                : 37
                : 1
                : 51-60
                Affiliations
                [2] orgnameSmile and Learn Digital Creations orgdiv1Departamento de Educación Spain
                [1] Madrid orgnameUniversidad Camilo José Cela orgdiv1Facultad de educación y salud Spain
                Article
                S0212-97282021000100007 S0212-9728(21)03700100007
                10.6018/analesps.37.1.383941
                95e773eb-8bcc-4845-ac57-fd28da833e9c

                This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

                History
                : 09 April 2020
                : 15 June 2019
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 38, Pages: 10
                Product

                SciELO Spain

                Categories
                Developmental and Educational Psychology

                Motivación a metas,Cognitive performance,Motivation,Metacognition,Goal motivation,Academic achievement,Primary school,Rendimiento cognitivo,Motivación,Metacognición,Logro académico,Educación primaria

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