working memory function

The aim of this study was to investigate the mediating role of affects in the relationship between developmental goals and working memory performance. The research method was descriptive, based on the correlation model, from the path analysis type. The statistical population included all students of Yasouj University in the academic year of 2021-2022, that from this population, 360 students were selected by using the multi-stage cluster sampling method and applied to the working memory questionnaires of Daneman and Carpenter (1980), the progress goals of Midgley et al. (1998), and the affect scale of Watson et al. (1988). The evaluation of the proposed model was investigated through path analysis and mediating relationships in the proposed model using the bootstrap method. Findings related to the direct effects of achievement goals on memory performance showed that mastery goals have a direct and significant effect on memory performance and direct effects of performance goals and objectives. Avoidance on memory performance was not significant. The results also showed that negative affect had a direct and significant effect on memory performance but the direct effect of positive affect on working memory performance was not significant. Findings related to indirect relationships also showed that mastery goals and avoidance goals through positive and negative affects have a significant indirect effect on working memory performance, but the indirect effect of functional goals through positive and negative affects on working memory performance was not meaningful. Finally, the results showed that the proposed model fits the data. Therefore, affect-mediated mastery and avoidance goals have an indirect effect on working memory performance, it is suggested to pay more attention to the type of goal that people choose and the emotions affected by it in order to improve working memory performance.

The crucially important role of working memory in the daily activities of human life and education has led researchers to devise ways to improve working memory. The purpose of this research was to determine the effectiveness of instructing self- regulation strategies on processing efficiency and working memory function among female high school students. The design of this study was a quasi-experimental, pre-test, post-test with a control group. Software information processing index and N-Back software have been used as the research tools. The statistical population consisted of all high school female students in Yasouj city in the academic year of 2016-2017, that a 30 sample of students was selected through multi-stage cluster sampling and assigned to two groups of experimental and control. After the pre-test, the experimental group was trained for 12 sessions based on the Pintrich model, and the control group did not receive any training. Again, two groups were evaluated with post-test. Data analysis was performed using MANCOVA. The results showed that the post-test of the processing efficiency and working memory performance has significant difference between the two groups. This indicated that the processing efficiency and working memory performance in the experimental group increased after the training of self-regulation. Based on the results of the present study, it can be concluded that training self-regulation strategies can increase the processing efficiency and students' working memory performance.