El Funciones ejecutivas y autoestima en el desempeño académico: un análisis mediacional

El Funciones ejecutivas y autoestima en el desempeño académico: un análisis mediacional

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 vari... Ver más

Guardado en:

International Journal of Psychological Research

2011-2084

2011-7922

Quílez-Robres, Alberto

Moyano, Nieves

Cortés-Pascual, Alejandra

UNIVERSIDAD DE SAN BUENAVENTURA

10.21500/20112084.5198

14

2021-10-27

52

60

Colombia

Rendimiento académico

razonamiento

fluidez verbal

funciones ejecutivas

autoestima

motivación

http://purl.org/coar/access_right/c_abf2

info:eu-repo/semantics/openAccess

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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spelling El Funciones ejecutivas y autoestima en el desempeño académico: un análisis mediacional
Jacobson, L. A., Williford, A. P., & Pianta, R. C. (2011). The role of executive function in children’s competent adjustment to middle school. Child Neuropsychology, 17 (3), 255–280. https://doi.org/10.1080/09297049.2010.535654.
Montero, I., & Alonso, J. (1992). Validez predictiva de los cuestionarios MAPE-II y EMA-II. En J. Alonso Tapia (Dir.), Motivar en la adolescencia: Teoría, Evaluación e Intervención (pp. 263-280). Ediciones de la Universidad Autónoma.
Miranda Esquer, J. B., Miranda Esquer, J. F., & Enríquez Valdenebro, A. L. (2011). Adaptación del Inventario de Autoestima Coopersmith para alumnos mexicanos de educación primaria. Praxis investigativa ReDIE: Revista Electrónica de la Red Durango de Investigadores Educativos, 3 (4), 5–14. https://dialnet.unirioja.es/servlet/articulo?codigo=6535715.
Mercader, J., Presentación, M. J., Siegenthaler, R., Molinero, V., & Miranda, A. (2017). Motivación y rendimiento académico en matemáticas: Un estudio longitudinal en las primeras etapas educativas. Revista de Psicodidáctica, 22 (2), 157–163. https://doi.org/10.1016/j.psicod.2017.05.007.
McArthur, G., Castles, A., Khonen, S., & Banales, E. (2016). Low self-concept in por readers: Prevalence, heterogeneity, and risk. PeerJ, 4, 1–25. https://doi.or/10.7717/peerj.2669.
Masselink, M., Van Roekel, E., & Oldehinkel, A. J. (2018). Self–esteem in early adolescence as predictor of depressive symptoms in late adolescence and early adulthood: the mediating role of motivational and social factors. Journal of Youth and Adolescence, 47 (5), 932–946. https://doi.org/10.1007/s10964-017-0727-z.
Lamas, H. A. (2015). Sobre el rendimiento escolar. Propósitos y representaciones, 3 (1), 313–386. https://doi.org/10.20511/pyr2015.v3n1.74.
Kiviruusu, O., Konttinen, H., Huurre, T., Aro, H., Marttunen, M., & Haukkala, A. (2016). Self-esteem and body mass index from adolescence to mid-adulthood. a 26-year follow-up. International Journal of Behavioral Medicine, 23 (3), 355–363. https://doi.org/10.1007/s12529-015-9529-4.
Kaplan, D. S., Peck, M., & Kaplan, H. B. (1994). Structural relations model of self–rejection, disposition to deviance, and academic failure. Journal of Educational Research, 87 (3), 166–173. https://doi.org/10.1080/00220671.1994.9941238.
Hayes, A. F. (2012). PROCESS: A Versatile Computational Tool for Observed Variable Mediation, Moderation, and Conditional Process Modeling. https://www.afhayes.com/public/process2012.pdf.
Mulder, H., Verhagen, J., Van der Ven, S. H. G., Slot, P. L., & Leseman, P. P. M. (2017). Early executive function at age two predicts emergent mathematics and literacy at age five. Frontiers in Psychology, 8, Article 1706. https://doi.org/10.3389/fpsyg.2017.01706.
Harter, S., & Whitesell, N. R. (2003). Beyond the debate: Whysome adolescents report stable self-worth. Journal of Personality, 71 (6), 1027–1058. https://doi.org/10.1111/1467-6494.7106006.
Grupo Editorial Bruño. (2017). Lectura eficaz – juegos de lectura. Editorial Bruño, S.L.
Greene, M. L., &Way, N. (2005). Selfesteem trajectories among ethnic minority adolescents: A growth curve analysis of the patterns and predictors of change. Journal of Research on Adolescence, 15 (2), 151–178. https://doi.org/ 10.1111/j.1532-7795.2005.00090.x.
Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2017). In M. J. Maldonado, M. C. Fournier, R. Martínez-Arias, J. González-Marqués, J. M. Espejo-Saavedra, & P. Santamaría (adapters), BRIEF-2. Evaluación Conductual de la Función Ejecutiva. TEA Ediciones.
Floyd, R. G., McGrew, K. S., & Evans, J. J. (2008). The relative contributions of the Cattell-Horn-Carroll cognitive abilities in explaining writing achievement during childhood and adolescence. Psychology in the Schools, 45 (2), 132–144. https://doi.org/10.1002/pits.20284.
Fernández-Mellizo, M., & Martínez-García, J. S. (2017). Inequality of educational opportunities: School failure trends in Spain (1977–2012). International Studies in Sociology of Education, 26 (3), 267–287. https://doi.org/10.1080/09620214.2016.1192954.
Evans, J. S. (2003). In two minds: Dual–process accounts of reasoning. Trends in Cognitive Sciencies, 7, 454–459. https://doi.org/10.1016/j.tics.2003.08.012.
de Castro, R. M., & Pereira, D. I. F. (2019). Education and Attachment: Guidelines to Prevent School Failure. Multimodal Technologies and Interaction, 3 (1), 10. https://doi.org/10.3390/mti3010010.
Davis, E. R. (2019). The PISA Phenomenon: Analysis of its Ascendancy in Media, Policymaker and Academic Discourses in Education [Tesis Doctoral. Universidad de Sydney]. https://ses.library.usyd.edu.au/handle/2123/21469.
Moyano, N., Quílez-Robres, A., & Cortés Pascual, A. (2020). Self-esteem and motivation for learning in academic achievement: The mediating role of reasoning and verbal fluidity. Sustainability, 12 (14), 5768. https://doi.org/10.3390/su12145768.
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El Funciones ejecutivas y autoestima en el desempeño académico: un análisis mediacional
https://revistas.usb.edu.co/index.php/IJPR/article/view/5198
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.
Rendimiento académico
razonamiento
fluidez verbal
funciones ejecutivas
autoestima
motivación
Artículo de revista
Caro, D., & Kyriakides, L. (2019). Assessment design and quality of inferences in PISA: Limitations and recommendations for improvement. Journal Assessment in Education: Principles, Policy & Practice, 26, 363–368. https://doi.org/10.1080/0969594X.2019.1645990.
application/pdf
Publication
Español
Bryce, D., Whitebread, D., & Szucs, D. (2015). The relationships among executive functions, metacognitive skills and educational achievment in 5 and 7 year-ols children. Metacognition and Learning, 10, 181–198. https://doi.org/10.1007/s11409-014-9120-4.
Bruijn, A. G. M., Hartman, E., Kostons, D., Visscher, C., & Bosker, R. J. (2018). Exploring the relations among physical fitness, executive functioning, and low academic achievement. Journal of Experimental Child Psychology, 167, 204–221. https://doi.org/10.1016/j.jecp.2017.10.010.
Birkeland, M. S., Melkevik, O., Holsen, I., & Wold, B. (2012). Trajectories of global self-esteem development during adolescence. Journal of Adolescence, 35 (1), 43–54. https://doi.org/10.1016/j.adolescence.2011.06.006.
http://creativecommons.org/licenses/by-nc-nd/4.0
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Best, J. R., Miller, P. H., & Naglieri, J. A. (2011). Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample. Learning and Individual Differences, 21 (4), 327–336. https://doi.org/10.1016/j.lindif.2011.01.007.
Aadland, K. N., Ommundsen, Y., Aadland, E., Bronnick, K. S., Lervag, A., Resaland, G. K., & Moe, V. F. (2017). Executive functions do not mediate prospective relations between indices of physical activity and academic performance: the Active Smarter Kids (ASK) study. Frontiers in Psychology, 8, Article 1088. https://doi.org/10.3389/fpsyg.2017.01088.
Journal article
Verbal Fluency
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.
Quílez-Robres, Alberto
Moyano, Nieves
Cortés-Pascual, Alejandra
Academic Performance
Reasoning
Executive Functions
Universidad San Buenaventura - USB (Colombia)
Motivation
14
2
Núm. 2 , Año 2021 : Vol. 14 Núm. 2 (2021)
Self-Esteem
International Journal of Psychological Research
https://doi.org/10.21500/20112084.5198
2011-7922
2011-2084
https://revistas.usb.edu.co/index.php/IJPR/article/download/5198/4376
2021-10-27
2021-10-27T20:47:37Z
2021-10-27T20:47:37Z
60
52
10.21500/20112084.5198
institution UNIVERSIDAD DE SAN BUENAVENTURA
thumbnail https://nuevo.metarevistas.org/UNIVERSIDADDESANBUENAVENTURA_COLOMBIA/logo.png
country_str Colombia
collection International Journal of Psychological Research
title El Funciones ejecutivas y autoestima en el desempeño académico: un análisis mediacional
spellingShingle El Funciones ejecutivas y autoestima en el desempeño académico: un análisis mediacional
Quílez-Robres, Alberto
Moyano, Nieves
Cortés-Pascual, Alejandra
Rendimiento académico
razonamiento
fluidez verbal
funciones ejecutivas
autoestima
motivación
Verbal Fluency
Academic Performance
Reasoning
Executive Functions
Motivation
Self-Esteem
title_short El Funciones ejecutivas y autoestima en el desempeño académico: un análisis mediacional
title_full El Funciones ejecutivas y autoestima en el desempeño académico: un análisis mediacional
title_fullStr El Funciones ejecutivas y autoestima en el desempeño académico: un análisis mediacional
title_full_unstemmed El Funciones ejecutivas y autoestima en el desempeño académico: un análisis mediacional
title_sort el funciones ejecutivas y autoestima en el desempeño académico: un análisis mediacional
description 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.
description_eng 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.
author Quílez-Robres, Alberto
Moyano, Nieves
Cortés-Pascual, Alejandra
author_facet Quílez-Robres, Alberto
Moyano, Nieves
Cortés-Pascual, Alejandra
topicspa_str_mv Rendimiento académico
razonamiento
fluidez verbal
funciones ejecutivas
autoestima
motivación
topic Rendimiento académico
razonamiento
fluidez verbal
funciones ejecutivas
autoestima
motivación
Verbal Fluency
Academic Performance
Reasoning
Executive Functions
Motivation
Self-Esteem
topic_facet Rendimiento académico
razonamiento
fluidez verbal
funciones ejecutivas
autoestima
motivación
Verbal Fluency
Academic Performance
Reasoning
Executive Functions
Motivation
Self-Esteem
citationvolume 14
citationissue 2
citationedition Núm. 2 , Año 2021 : Vol. 14 Núm. 2 (2021)
publisher Universidad San Buenaventura - USB (Colombia)
ispartofjournal International Journal of Psychological Research
source https://revistas.usb.edu.co/index.php/IJPR/article/view/5198
language Español
format Article
rights http://purl.org/coar/access_right/c_abf2
info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by-nc-nd/4.0
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
references Jacobson, L. A., Williford, A. P., & Pianta, R. C. (2011). The role of executive function in children’s competent adjustment to middle school. Child Neuropsychology, 17 (3), 255–280. https://doi.org/10.1080/09297049.2010.535654.
Montero, I., & Alonso, J. (1992). Validez predictiva de los cuestionarios MAPE-II y EMA-II. En J. Alonso Tapia (Dir.), Motivar en la adolescencia: Teoría, Evaluación e Intervención (pp. 263-280). Ediciones de la Universidad Autónoma.
Miranda Esquer, J. B., Miranda Esquer, J. F., & Enríquez Valdenebro, A. L. (2011). Adaptación del Inventario de Autoestima Coopersmith para alumnos mexicanos de educación primaria. Praxis investigativa ReDIE: Revista Electrónica de la Red Durango de Investigadores Educativos, 3 (4), 5–14. https://dialnet.unirioja.es/servlet/articulo?codigo=6535715.
Mercader, J., Presentación, M. J., Siegenthaler, R., Molinero, V., & Miranda, A. (2017). Motivación y rendimiento académico en matemáticas: Un estudio longitudinal en las primeras etapas educativas. Revista de Psicodidáctica, 22 (2), 157–163. https://doi.org/10.1016/j.psicod.2017.05.007.
McArthur, G., Castles, A., Khonen, S., & Banales, E. (2016). Low self-concept in por readers: Prevalence, heterogeneity, and risk. PeerJ, 4, 1–25. https://doi.or/10.7717/peerj.2669.
Masselink, M., Van Roekel, E., & Oldehinkel, A. J. (2018). Self–esteem in early adolescence as predictor of depressive symptoms in late adolescence and early adulthood: the mediating role of motivational and social factors. Journal of Youth and Adolescence, 47 (5), 932–946. https://doi.org/10.1007/s10964-017-0727-z.
Lamas, H. A. (2015). Sobre el rendimiento escolar. Propósitos y representaciones, 3 (1), 313–386. https://doi.org/10.20511/pyr2015.v3n1.74.
Kiviruusu, O., Konttinen, H., Huurre, T., Aro, H., Marttunen, M., & Haukkala, A. (2016). Self-esteem and body mass index from adolescence to mid-adulthood. a 26-year follow-up. International Journal of Behavioral Medicine, 23 (3), 355–363. https://doi.org/10.1007/s12529-015-9529-4.
Kaplan, D. S., Peck, M., & Kaplan, H. B. (1994). Structural relations model of self–rejection, disposition to deviance, and academic failure. Journal of Educational Research, 87 (3), 166–173. https://doi.org/10.1080/00220671.1994.9941238.
Hayes, A. F. (2012). PROCESS: A Versatile Computational Tool for Observed Variable Mediation, Moderation, and Conditional Process Modeling. https://www.afhayes.com/public/process2012.pdf.
Mulder, H., Verhagen, J., Van der Ven, S. H. G., Slot, P. L., & Leseman, P. P. M. (2017). Early executive function at age two predicts emergent mathematics and literacy at age five. Frontiers in Psychology, 8, Article 1706. https://doi.org/10.3389/fpsyg.2017.01706.
Harter, S., & Whitesell, N. R. (2003). Beyond the debate: Whysome adolescents report stable self-worth. Journal of Personality, 71 (6), 1027–1058. https://doi.org/10.1111/1467-6494.7106006.
Grupo Editorial Bruño. (2017). Lectura eficaz – juegos de lectura. Editorial Bruño, S.L.
Greene, M. L., &Way, N. (2005). Selfesteem trajectories among ethnic minority adolescents: A growth curve analysis of the patterns and predictors of change. Journal of Research on Adolescence, 15 (2), 151–178. https://doi.org/ 10.1111/j.1532-7795.2005.00090.x.
Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2017). In M. J. Maldonado, M. C. Fournier, R. Martínez-Arias, J. González-Marqués, J. M. Espejo-Saavedra, & P. Santamaría (adapters), BRIEF-2. Evaluación Conductual de la Función Ejecutiva. TEA Ediciones.
Floyd, R. G., McGrew, K. S., & Evans, J. J. (2008). The relative contributions of the Cattell-Horn-Carroll cognitive abilities in explaining writing achievement during childhood and adolescence. Psychology in the Schools, 45 (2), 132–144. https://doi.org/10.1002/pits.20284.
Fernández-Mellizo, M., & Martínez-García, J. S. (2017). Inequality of educational opportunities: School failure trends in Spain (1977–2012). International Studies in Sociology of Education, 26 (3), 267–287. https://doi.org/10.1080/09620214.2016.1192954.
Evans, J. S. (2003). In two minds: Dual–process accounts of reasoning. Trends in Cognitive Sciencies, 7, 454–459. https://doi.org/10.1016/j.tics.2003.08.012.
de Castro, R. M., & Pereira, D. I. F. (2019). Education and Attachment: Guidelines to Prevent School Failure. Multimodal Technologies and Interaction, 3 (1), 10. https://doi.org/10.3390/mti3010010.
Davis, E. R. (2019). The PISA Phenomenon: Analysis of its Ascendancy in Media, Policymaker and Academic Discourses in Education [Tesis Doctoral. Universidad de Sydney]. https://ses.library.usyd.edu.au/handle/2123/21469.
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