Перципирана академска контрола и радна меморија код студената

The aim of this paper is to attempt todetermine the relationship between students’ perceived level of academic control, success in their studies, and their working memory. Academic control is associated with cognitive abilities, so students who have a sense of control use different cognitive strategies and are better organized and better at allocating time for learning, which leads to higher success. The study includes 104 students from all years of study (N = 104), with the average age of 22 (M = 21.90). Instruments used in this study were the scale of perceived academic control and tests for the memory and working memory capacity. According to our research, perceived academic control correlates with the students’ average grade and their subjective assessment of their own achievement level. Variance analysis reveals that there is a statistically significant effect of working memory on perceived academic control and that there is a difference in the level of perceived academic control in students who performed differently on the working memory tests.