CLASSROOM-BASED WORKING MEMORY TRAINING IN CHILDREN: EVIDENCE FROM A QUASI-EXPERIMENTAL PRIMARY SCHOOL STUDY

Emire Uluğ; Ayşe Dilek Öğretir Özçelik

doi:10.55020/iojpe.1949761

CLASSROOM-BASED WORKING MEMORY TRAINING IN CHILDREN: EVIDENCE FROM A QUASI-EXPERIMENTAL PRIMARY SCHOOL STUDY

Abstract

This study investigated the effects of a classroom-based Working Memory Training Program on working memory and emotion regulation in second-grade students. A quasi-experimental non-equivalent pretest–posttest control-group design was used. The sample consisted of 49 students from two intact second-grade classrooms in the same public school, with 22 students in the experimental group and 27 in the control group. The experimental group received the Working Memory Training Program for eight weeks, with one session per week, while the control group continued regular classroom instruction. Data were collected using the Working Memory Scale and the Children’s Emotion Regulation Scale–Adult Form. Both groups completed pretest and posttest assessments, and the experimental group completed a three-month follow up assessment to examine the maintenance of gains. Data were analyzed using descriptive statistics, ANCOVA models controlling for pretest scores, bootstrap confidence intervals, and correlation analyses. Results showed that, after controlling for pretest scores, the experimental group had significantly higher posttest scores in verbal working memory, visual working memory, and total working memory. The experimental group also showed significantly higher adjusted posttest scores in anger, excitement, and total emotion regulation, whereas group differences in fear and sadness were not significant. Follow-up findings indicated that gains were generally maintained. Positive correlations were found between working memory and emotion regulation.

Keywords

working memory, emotion regulation, primary education, intervention program, quasi-experimental

Supporting Institution

No specific funding was received for this study.

Ethical Statement

The study received ethical approval from the Scientific Publication and Ethics Committee of Gazi University (No. E.585142, dated 09/02/2023) and official implementation permission from the Ministry of National Education (No. E.74258403, dated 12/04/2023). The research was conducted in accordance with relevant ethical principles. Written informed consent was obtained from parents, and child assent was obtained from participating children. The authors declare that there are no conflicts of interest regarding the research, authorship, and/or publication of this article.

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Details

Primary Language

English

Subjects

Classroom Education, Primary Education

Journal Section

Research Article

Authors

Emire Uluğ ^*
0000-0002-4051-5119
Türkiye

Ayşe Dilek Öğretir Özçelik
0000-0002-6380-4757
Türkiye

Publication Date

September 30, 2026

Submission Date

May 12, 2026

Acceptance Date

September 11, 2026

Published in Issue

Year 2026 Volume: 15 Number: 3

DOI

https://doi.org/10.55020/iojpe.1949761

IZ

https://izlik.org/JA54XW59AD

APA

Uluğ, E., & Öğretir Özçelik, A. D. (2026). CLASSROOM-BASED WORKING MEMORY TRAINING IN CHILDREN: EVIDENCE FROM A QUASI-EXPERIMENTAL PRIMARY SCHOOL STUDY. International Online Journal of Primary Education, 15(3), 235-252. https://doi.org/10.55020/iojpe.1949761

AMA

1.Uluğ E, Öğretir Özçelik AD. CLASSROOM-BASED WORKING MEMORY TRAINING IN CHILDREN: EVIDENCE FROM A QUASI-EXPERIMENTAL PRIMARY SCHOOL STUDY. Int. Online J. Prim. Educ. 2026;15(3):235-252. doi:10.55020/iojpe.1949761

Chicago

Uluğ, Emire, and Ayşe Dilek Öğretir Özçelik. 2026. “CLASSROOM-BASED WORKING MEMORY TRAINING IN CHILDREN: EVIDENCE FROM A QUASI-EXPERIMENTAL PRIMARY SCHOOL STUDY”. International Online Journal of Primary Education 15 (3): 235-52. https://doi.org/10.55020/iojpe.1949761.

EndNote

Uluğ E, Öğretir Özçelik AD (September 1, 2026) CLASSROOM-BASED WORKING MEMORY TRAINING IN CHILDREN: EVIDENCE FROM A QUASI-EXPERIMENTAL PRIMARY SCHOOL STUDY. International Online Journal of Primary Education 15 3 235–252.

IEEE

[1]E. Uluğ and A. D. Öğretir Özçelik, “CLASSROOM-BASED WORKING MEMORY TRAINING IN CHILDREN: EVIDENCE FROM A QUASI-EXPERIMENTAL PRIMARY SCHOOL STUDY”, Int. Online J. Prim. Educ., vol. 15, no. 3, pp. 235–252, Sept. 2026, doi: 10.55020/iojpe.1949761.

ISNAD

Uluğ, Emire - Öğretir Özçelik, Ayşe Dilek. “CLASSROOM-BASED WORKING MEMORY TRAINING IN CHILDREN: EVIDENCE FROM A QUASI-EXPERIMENTAL PRIMARY SCHOOL STUDY”. International Online Journal of Primary Education 15/3 (September 1, 2026): 235-252. https://doi.org/10.55020/iojpe.1949761.

JAMA

1.Uluğ E, Öğretir Özçelik AD. CLASSROOM-BASED WORKING MEMORY TRAINING IN CHILDREN: EVIDENCE FROM A QUASI-EXPERIMENTAL PRIMARY SCHOOL STUDY. Int. Online J. Prim. Educ. 2026;15:235–252.

MLA

Uluğ, Emire, and Ayşe Dilek Öğretir Özçelik. “CLASSROOM-BASED WORKING MEMORY TRAINING IN CHILDREN: EVIDENCE FROM A QUASI-EXPERIMENTAL PRIMARY SCHOOL STUDY”. International Online Journal of Primary Education, vol. 15, no. 3, Sept. 2026, pp. 235-52, doi:10.55020/iojpe.1949761.

Vancouver

1.Emire Uluğ, Ayşe Dilek Öğretir Özçelik. CLASSROOM-BASED WORKING MEMORY TRAINING IN CHILDREN: EVIDENCE FROM A QUASI-EXPERIMENTAL PRIMARY SCHOOL STUDY. Int. Online J. Prim. Educ. 2026 Sep. 1;15(3):235-52. doi:10.55020/iojpe.1949761

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CLASSROOM-BASED WORKING MEMORY TRAINING IN CHILDREN: EVIDENCE FROM A QUASI-EXPERIMENTAL PRIMARY SCHOOL STUDY

Abstract

Keywords

Supporting Institution

Ethical Statement

References

Details

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Subjects

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Authors

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Acceptance Date

Published in Issue

DOI

IZ

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