Abstract:

It is widely known that motivation plays an important role in the scholastic performance of the children. Paradoxically, despite this common belief, there is very little empirical research on that topic. What is more, the results suggest that the relationship between motivation and scholastic achievements is only of a moderate strength whereas other factors of the cognitive nature are more important. The best single predictor of the scholastic performance is definitely intelligence but basic cognitive processes, like working memory - the cognitive system responsible for short-term storing and processing of information in mind, might play a significant role as well.
This article presents the results of a pilot study on the relationship between working memory capacity, intrinsic motivation to learn and scholastic achievements in Mathematics (assessed by grades obtained at school) of the primary school children. The results showed that whereas working memory appeared to be positively correlated with achievements (r = 0,46, p < 0,005), the influence of the motivation did not reach a significance level (r = 0,24, p = 0,08). This outcome can be interpreted as an argument for the claim that cognitive processes determine achievements in Mathematics to the higher extend than motivational factors. Additionally, a moderate correlation between working memory and motivation was found (r = 0, 28; p < 0,05). One of the possible explanations of this effect might be based on a decrease in motivation caused by weaker cognitive competences. If so, it might be a matter of a great importance to supplement the motivational methods of an educational support with a kind of working memory training (which appeared to be efficient according to many scientific reports published in the last ten years). Otherwise the results of the interventions may not be sufficient.

Keywords:

Scholastic motivation, scholastic achievements, working memory.