Executive Functions and Self- Esteem in Academic PerformanceA Mediational Analysis

  1. Alberto Quilez Robres 1
  2. Nieves Moyano Muñoz 2
  3. María del Pilar Alejandra Cortés Pascual 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.
International Journal of Psychological Research

ISSN: 2011-7922 2011-2084

Year of publication: 2021

Volume: 14

Issue: 2

Pages: 52-60

Type: Article

DOI: 10.21500/20112084.5198 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: International Journal of Psychological Research


Cited by

  • Scopus Cited by: 0 (10-11-2023)
  • Dialnet Métricas Cited by: 1 (26-11-2023)
  • Web of Science Cited by: 0 (14-10-2023)
  • Dimensions Cited by: 0 (18-03-2023)

JCR (Journal Impact Factor)

  • Year 2021
  • Journal Impact Factor: 1.212
  • Journal Impact Factor without self cites: 1.152
  • Article influence score: 0.268
  • Best Quartile: Q4
  • Area: PSYCHOLOGY, MULTIDISCIPLINARY Quartile: Q4 Rank in area: 121/148 (Ranking edition: SSCI)

SCImago Journal Rank

  • Year 2021
  • SJR Journal Impact: 0.283
  • Best Quartile: Q3
  • Area: Psychology (miscellaneous) Quartile: Q3 Rank in area: 181/284


  • Social Sciences: B

Scopus CiteScore

  • Year 2021
  • CiteScore of the Journal : 1.4
  • Area: Psychology (all) Percentile: 31

Journal Citation Indicator (JCI)

  • Year 2021
  • Journal Citation Indicator (JCI): 0.29
  • Best Quartile: Q3
  • Area: PSYCHOLOGY, MULTIDISCIPLINARY Quartile: Q3 Rank in area: 156/211


(Data updated as of 18-03-2023)
  • Total citations: 0
  • Recent citations: 0
  • Field Citation Ratio (FCR): 0.0


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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