Izvorni znanstveni članak
https://doi.org/10.7906/indecs.23.4.2
The Relationship between Working Memory and Academic Achievement
Josipa Matotek
; Josip Juraj Strossmayer University of Osijek, Faculty of Civil Engineering and Architecture, Osijek, Croatia
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* Dopisni autor.
Sažetak
This study investigates the relationship between working memory and academic performance among first-year students at the Faculty of Civil Engineering and Architecture, University of Osijek. The primary objective was to examine how different aspects of working memory – such as verbal and numerical information retention, executive functioning, and attention maintenance – relate to students’ academic success. A quantitative analysis was conducted using data from an online questionnaire with a five-point Likert scale, applying descriptive analysis, non-parametric tests, and Spearman’s correlation coefficient.
The results revealed significant gender differences in executive functioning, with female students reporting greater difficulties compared to their male peers. Furthermore, part-time students demonstrated better coping skills in unexpected situations and showed greater ability to manage paperwork, bills, and similar administrative tasks. Additionally, students who passed more exams in the previous semester showed better organizational skills in managing academic responsibilities. However, no significant correlation was found between working memory and academic achievement in terms of the other analysed factors.
In conclusion, while working memory plays a crucial role in managing academic tasks, its direct impact on academic performance remains uncertain. The study highlights the importance of understanding how executive functioning may differ by gender and the need for further research using objective measurements of working memory capacity. Future studies should expand the sample to include students from various academic disciplines and explore potential interventions for students with working memory deficits, ultimately enhancing educational strategies and support systems.
Ključne riječi
working memory; academic achievement; executive functioning; university students; self-assessment
Hrčak ID:
334798
URI
Datum izdavanja:
30.8.2025.
Posjeta: 985 *