| Based on cognitive and motivational theory and research, this paper presents a conceptual model of how the success and failure experiences of students at university may be construed within working memory. In the model, goal-related information is represented dichotomously in working memory in terms of the perceived strengths and resources of the individual for achieving the goal, along with any weaknesses and threats to goal attainment that might exist. Because academic success and failure tend to be deeply felt personal experiences, mental representations are apt to include positive or negative cognitions, images, emotions, and physiological state information pertinent to the situation. The prevalence and content of such positive or negative information in working memory can persuade students to either continue at university or withdraw from further study. Retention initiatives designed around helping students establish and maintain positive working memory representations regarding their academic work should help to ensure they succeed. |
