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

Resumen

Objetivo: Superado el paradigma de la inteligencia como predictor único del rendimiento académico, se estudia la influencia de otras variables como el razonamiento, fluidez verbal, funciones ejecutivas, motivación y autoestima. Método: Para ello, se sirvió de un diseño de investigación de carácter exploratorio e incidental en una muestra de 132 sujetos de 6 a 9 años. Se administraron diferentes instrumentos, como las pruebas RAVEN, Lectura Eficaz, Brief II, MAPE II y Escala Coopersmith respectivamente. Resultados: Los resultados señalan que el modelo predictivo formado por razonamiento, fluidez verbal, funciones ejecutivas y autoestima explica un 55.4% de los resultados académicos. Como variables mediadoras emergen la autoestima, sobre variables tanto de carácter cognitivo como motivacional, y las funciones ejecutivas sobre variables emocionales y motivacionales. Discusión: Esto supone implicaciones teóricas y prácticas de carácter educativo con implicaciones prácticas en las aulas de primaria para la implementación de planes de desarrollo de la autoestima y las funciones ejecutivas.

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