Development of Working Memory: The Relevance of Academic Achievement Motivation

The study intended to analyze the influence of academic achievement motivation, age and gender on development of working memory. A total of 200 students participated in the present study. A 2x2x2 factorial design with two age groups i.e., (Children, 8-12 yrs. & Adolescents, 13-16 yrs.) x gender (Boys & Girls) X two level of academic achievement motivation (High & Low) was used in present study. Academic Achievement Motivation Test (T.R. Sharma;1984) was applied to identify the level of motivation in students. Working Memory Tasks (S. Pandey & P.Tamta;2014) were used to assess three components of working memory i.e. phonological loop, visuo-spatial sketch pad and central executive. Data analysis was done using univariate and multivariate analysis techniques. ANOVA results proved the significant effects of age and academic achievement motivation on working memory. However, the role of gender in working memory is partially supported. More specifically, adolescents performed better on different components of working memory as compared to children. Moreover, high academic achievement motivation in students enhanced the capacity of working memory as compared with low academic achievement motivated counterparts. Regression results proved the positive contributing role of academic achievement motivation and age in working memory. Findings are discussed.