Incremental View on Intelligence and High Intrinsic Motivation Increase Working Memory Training Compliance

Understanding the Influence of Teacher-Student Relationship on Mathematics Achievement: Evidence From Korean Students

“…The present study shows the various effect sizes of students’ learning beliefs on their mathematics achievement. This result is aligned with other studies examining the relationship between different motivation orientations and task outcomes (Appelgren et al, 2016; Baker, 2003; Kuvaas et al, 2017). For the low school SES group, instrumental motivation has the strongest relationship with students’ mathematics achievement.…”

The importance of working memory in children with Dyscalculia and Ageometria

“…The results were consistent with other researches (Bergman-Nutley S, 2014), (Söderqvist, 2015). Furthermore, a WM training program appears to expand the capacity of working memory (Appelgren, 2016).…”

Working Memory Training in Children: A Review of Basic Methodological Criteria

“…Although this is highly desirable, it should be considered that there are no studies—at least among those that were reviewed—that have addressed the efficacy of a WM training intervention in children and have also evaluated during pretest beliefs that could influence motivation and effort during subsequent stages of the study. Evidence suggests that mindset orientation and intrinsic motivation may influence adherence to a training program as well as transfer effects (Appelgren et al., 2016; Jaeggi et al., 2014). Evaluating these motivational factors in order to actively controlling their effect must begin to be considered with greater emphasis.…”

“…A recent study aimed to explore whether mindsets and intrinsic motivation had an influence on the adherence to a WM training protocol in children aged 11 to 13 years (Appelgren, Bengtsson, & Söderqvist, 2016). Results showed that both having a growth mindset and greater intrinsic motivation was associated with more completed training sessions.…”

“…Although a greater amount of empirical evidence is still needed to understand more clearly the role of motivational factors in cognitive training, its potential impact on training and transfer effects leads to the conclusion that researchers should begin to consider these factors with greater emphasis. This includes assessing participants’ expectations of improvement, in addition to how much they enjoyed doing the activities, how challenging they were, and how committed and motivated they were throughout their participation (Appelgren et al., 2016; Jaeggi et al., 2014; Katz et al., 2016; Morrison & Chein, 2011; von Bastian & Oberauer, 2014). Doing so will not only lead to studies with higher internal validity but also to a better understanding of the specificity of the influence of these variables on the results of WM training.…”