Working Memory And Academic Self-efficacy In Adolescents’ Attainment

Working memory refers to the ability to store and manipulate information for a brief period.Working memory span, working memory capacity, is the quantitative indicators to measureworking memory. It can be acquired by complex span task that require simultaneous short-termstorage of information while processing additional and sometimes unrelated information.Academic self-efficacy defines that students who consider themselves self-confidence orjudgment has the ability to be able to complete the learning task or achieve the learningobjectives. The persistence of learning, the degree of efforts, cognitive involvement and the useof learning strategy are affected by academic self-efficacy. The academic self-efficacy ofstudents can be measured by corresponding questionnaire.According to the current education system, attainment is still an important standard thatweight the learning level of students. In the present study, the subjects are the second year ofjunior high school students who are in a special period that early puberty when the physiologyand psychology of the students happens huge change.So this is a important period for thestudents development of psychology and leaning.Many scholars has studied the working memory distinguishing feature of students withlearning difficulties. The result show that students with learning difficulties also have workingmemory deficit that exist in the three systems of working memory, central executive,phonological loop and visuo-spatial sketchpad. Academic self-efficacy is also closely related toattainments. Generally, the students who acquire high academic self-efficacy score has highattainment. And vice versa. The study of many scholars in academic circles has confirmed thisconclusion. But the relationship between working memory, academic self efficacy andattainment is not clear and lock of corresponding literature review.So the present study proposes several hypothesis: a. Academic self-efficacy of studentssignificantly relates to attainment; b. Word-working memory significantly relates to liberal artsachievements; Non word-working significantly relates to science attainment. c. Academicself-efficacy significantly mediate between word-working memory and liberal arts achievements;Academic self-efficacy significantly mediate between non word-working and scienceattainment.The present study investigates the relationship of academic self-efficacy, working memory and attainment. Firstly, using E-prime1.0program word working memory task and non wordworking memory task separately to measure working memory span. Secondly, using academicself-efficacy questionnaire to measure academic self-efficacy. Finally, we connected students′attainment. The research objects are153students at second in grade junior high school. Thestudy conclusion are as fallow:1. Non-word working memory significantly relates to science attainment; word workingmemory significantly relates to liberal arts achievements.2. Academic self-efficacy of students significantly relates to attainment.3. Word working memory and liberal arts achievements have significantly different in gender.Girl students is significantly higher than boy student.4. Academic self-efficacy significantly mediate between word-working memory and liberal artsachievements; Academic self-efficacy significantly mediate between non word-working andscience attainment.