Comparing cognitive and emotional-motivational interventions to enhance word problem-solving skills in primary school: A randomized controlled study.

Despite increasing evidence of the impact of emotional-motivational (EM) factors on word problem-solving performance, most research has primarily examined the effectiveness of intensive cognitive-based interventions to enhance this skill. This study aimed to compare the effects of two novel, nonintensive word problem-solving interventions on typically developing third to fifth graders. The first targets the cognitive components (CCs) of problem-solving (e.g., text comprehension, problem represen