Intrinsic motivation and academic performance in school-age children born extremely preterm: The contribution of working memory

L. Pascoe, M. Spencer-Smith, R. Giallo, M. L. Seal, N. Georgiou-Karistianis, C. Nosarti, E. K. Josev, G. Roberts, L. W. Doyle, D. K. Thompson, P. J. Anderson

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Intrinsic motivation is associated with better academic performance. Working memory abilities may contribute to this association, especially in children at risk for learning and academic difficulties such as those born extremely preterm. This study examined whether verbal and visuo-spatial working memory abilities mediate the relationship between intrinsic motivation for school learning (mastery, challenge and curiosity) and academic performance (word reading, spelling and mathematics) in 7-year old extremely preterm or extremely low birth weight children (n = 91). Structural equation modeling revealed verbal short-term memory to mediate associations between aspects of intrinsic motivation and literacy performance. Positive associations between mastery and verbal short-term memory, reading and spelling, and a positive association between challenge and mathematics performance were also identified. These findings highlight potential pathways linking intrinsic motivation for school learning, working memory, and academic achievement in early school-age children at risk of academic impairments. Examination of individual characteristics such as motivation and cognitive skills is important for understanding factors that shape children's learning and performance.

Original languageEnglish
Pages (from-to)22-32
Number of pages11
JournalLearning and Individual Differences
Volume64
DOIs
Publication statusPublished - 1 May 2018

Keywords

  • Academic performance
  • Intrinsic motivation
  • Preterm children
  • Working memory

Cite this

@article{c84299f32c33400fb406d42eeb82f9fe,
title = "Intrinsic motivation and academic performance in school-age children born extremely preterm: The contribution of working memory",
abstract = "Intrinsic motivation is associated with better academic performance. Working memory abilities may contribute to this association, especially in children at risk for learning and academic difficulties such as those born extremely preterm. This study examined whether verbal and visuo-spatial working memory abilities mediate the relationship between intrinsic motivation for school learning (mastery, challenge and curiosity) and academic performance (word reading, spelling and mathematics) in 7-year old extremely preterm or extremely low birth weight children (n = 91). Structural equation modeling revealed verbal short-term memory to mediate associations between aspects of intrinsic motivation and literacy performance. Positive associations between mastery and verbal short-term memory, reading and spelling, and a positive association between challenge and mathematics performance were also identified. These findings highlight potential pathways linking intrinsic motivation for school learning, working memory, and academic achievement in early school-age children at risk of academic impairments. Examination of individual characteristics such as motivation and cognitive skills is important for understanding factors that shape children's learning and performance.",
keywords = "Academic performance, Intrinsic motivation, Preterm children, Working memory",
author = "L. Pascoe and M. Spencer-Smith and R. Giallo and Seal, {M. L.} and N. Georgiou-Karistianis and C. Nosarti and Josev, {E. K.} and G. Roberts and Doyle, {L. W.} and Thompson, {D. K.} and Anderson, {P. J.}",
year = "2018",
month = "5",
day = "1",
doi = "10.1016/j.lindif.2018.04.005",
language = "English",
volume = "64",
pages = "22--32",
journal = "Learning and Individual Differences",
issn = "1041-6080",
publisher = "Elsevier",

}

Intrinsic motivation and academic performance in school-age children born extremely preterm : The contribution of working memory. / Pascoe, L.; Spencer-Smith, M.; Giallo, R.; Seal, M. L.; Georgiou-Karistianis, N.; Nosarti, C.; Josev, E. K.; Roberts, G.; Doyle, L. W.; Thompson, D. K.; Anderson, P. J.

In: Learning and Individual Differences, Vol. 64, 01.05.2018, p. 22-32.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Intrinsic motivation and academic performance in school-age children born extremely preterm

T2 - The contribution of working memory

AU - Pascoe, L.

AU - Spencer-Smith, M.

AU - Giallo, R.

AU - Seal, M. L.

AU - Georgiou-Karistianis, N.

AU - Nosarti, C.

AU - Josev, E. K.

AU - Roberts, G.

AU - Doyle, L. W.

AU - Thompson, D. K.

AU - Anderson, P. J.

PY - 2018/5/1

Y1 - 2018/5/1

N2 - Intrinsic motivation is associated with better academic performance. Working memory abilities may contribute to this association, especially in children at risk for learning and academic difficulties such as those born extremely preterm. This study examined whether verbal and visuo-spatial working memory abilities mediate the relationship between intrinsic motivation for school learning (mastery, challenge and curiosity) and academic performance (word reading, spelling and mathematics) in 7-year old extremely preterm or extremely low birth weight children (n = 91). Structural equation modeling revealed verbal short-term memory to mediate associations between aspects of intrinsic motivation and literacy performance. Positive associations between mastery and verbal short-term memory, reading and spelling, and a positive association between challenge and mathematics performance were also identified. These findings highlight potential pathways linking intrinsic motivation for school learning, working memory, and academic achievement in early school-age children at risk of academic impairments. Examination of individual characteristics such as motivation and cognitive skills is important for understanding factors that shape children's learning and performance.

AB - Intrinsic motivation is associated with better academic performance. Working memory abilities may contribute to this association, especially in children at risk for learning and academic difficulties such as those born extremely preterm. This study examined whether verbal and visuo-spatial working memory abilities mediate the relationship between intrinsic motivation for school learning (mastery, challenge and curiosity) and academic performance (word reading, spelling and mathematics) in 7-year old extremely preterm or extremely low birth weight children (n = 91). Structural equation modeling revealed verbal short-term memory to mediate associations between aspects of intrinsic motivation and literacy performance. Positive associations between mastery and verbal short-term memory, reading and spelling, and a positive association between challenge and mathematics performance were also identified. These findings highlight potential pathways linking intrinsic motivation for school learning, working memory, and academic achievement in early school-age children at risk of academic impairments. Examination of individual characteristics such as motivation and cognitive skills is important for understanding factors that shape children's learning and performance.

KW - Academic performance

KW - Intrinsic motivation

KW - Preterm children

KW - Working memory

UR - http://www.scopus.com/inward/record.url?scp=85045659476&partnerID=8YFLogxK

U2 - 10.1016/j.lindif.2018.04.005

DO - 10.1016/j.lindif.2018.04.005

M3 - Article

VL - 64

SP - 22

EP - 32

JO - Learning and Individual Differences

JF - Learning and Individual Differences

SN - 1041-6080

ER -