Relación del Funcionamiento Ejecutivo y Procesos Metacognitivos con el Rendimiento Académico en Niños y Niñas de Primaria
Year: 2018
Type: article
Study design: Observational Study
Abstract: The purpose of the study was to analyze the relationship between the executive functioning and the academic performance in arts, science, mathematics and language. The sample consisted of 77 students aged from 6 to 9 years, without clinical diagnostics. The Behavior Rating Inventory of Executive Function BRIEF for parents was administered. The results showed that a better executive functioning of students in their homes, mainly in meta-cognitive processes such as working memory, planning, initiative and monitoring, correlate with the highest academic performance both in a general level and in each area: arts, sciences, mathematics and language. It is concluded that the study of executive functioning in contexts such as the home and its relationship with several academic areas such as arts and sciences, as well as mathematics and language that have traditionally been observed, contributes to a broader and more inclusive understanding of factors involved in the Teaching-learning process and the cognitive functioning of boys and girls.
Source: Revista Complutense de Educación
DOI: 10.5209/rced.54640
Institution: Universitat Autònoma de Barcelona
Language: Spanish
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2895655756