Executive Functions and Self- Esteem in Academic PerformanceA Mediational Analysis

  1. Quílez-Robres, Alberto 1
  2. Moyano, Nieves 2
  3. Cortés-Pascual, Alejandra 3
  1. 1 Grupo de Investigación EDUCAVIVA, Departamento de Ciencias de la Educación, Facultad de Ciencias Humanas y de la Educación, Universidad de Zaragoza.
  2. 2 Departamento de Psicología, Facultad de Humanidades y Ciencias de la Educación, Universidad de Jaén.
  3. 3 Grupo de Investigación EDUCAVIVA, Departamento de Ciencias de la Educación, Facultad de Educación, Universidad de Zaragoza.
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Revista:
International Journal of Psychological Research

ISSN: 2011-7922,  2011-2084

Año de publicación: 2021

Volumen: 14

Número: 2

Páginas: 52-60

Tipo: Artículo

DOI: 10.21500/20112084.5198 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: International Journal of Psychological Research

Objetivos de desarrollo sostenible

Resumen

Objective: Once the paradigm of intelligence as the only predictor of academic performance has been overcome, the influence of other variables, such as reasoning, verbal fluency, executive functions, motivation and self-esteem, was studied. Method: For this purpose, an exploratory and incidental research design was used in a sample of 132 subjects aged 6-9 years. Different instruments were administered: RAVEN, Effective Reading, Brief II, MAPE II, and Coopersmith Scale, respectively. Results: The results indicate that the predictive model formed by reasoning, verbal fluency, executive functions, and self-esteem explains 55.4% of the academic results. As mediating variables, self-esteem emerges as a predictor of both cognitive and motivational variables, and executive functions, as a predictor of emotional and motivational variables. Discussion: This implies theoretical and practical implications of an educational nature with practical implications in primary school classrooms, in order to implement plans to develop self-esteem and executive functions.

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