Relationships between working memory, intelligence, reading comprehension and academic achievement in History in 4th grade Secondary School

被引：0

作者：

Jimenez Cardenas, Jaime ^{[1
]}

Gomez Veiga, Isabel ^{[2
]}

Garcia Madruga, Juan A. ^{[2
]}

机构：

[1] Univ Nacl Educ Distancia NED, Serv Orientac Laboral, Escuela Int Doctorado, Programa Integral Vicente Paul PIVP, Paseo Gen Martinez Campos 18, Madrid 28610, Spain

[2] Univ Nacl Educ Distancia UNED, Fac Psicol, Dept Psicol Evolut & Educac, Juan del Rosal 10, Madrid 28040, Spain

来源：

ESTUDIOS SOBRE EDUCACION | 2021年 / 41期

关键词：

Working memory; Reading comprehension; History; Secondary school; INDIVIDUAL-DIFFERENCES; EXECUTIVE ATTENTION; CAPACITY; CHILDREN;

D O I：

10.15581/004.41.004

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The aim of this paper is focused on the interrelationships between Working Memory (WM) executive processes and fluid intelligence with reading comprehension, and their common ability to predict academic achievement in History. Twenty six secondary school students participated in this study. The results indicate that cognitive variables correlate with each other and with academic performance. The regression analysis showed that reading comprehension constitutes the most important higher-order cognitive ability that best predicts academic performance in this curricular subject. Likewise, the study reveals the utility of WM measures in educational environments.

引用

页码：163 / 182

页数：20

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