Relación entre las funciones ejecutivas y el rendimiento académico en una muestra de escolares
DOI:
https://doi.org/10.37387/ipc.v8i3.171Keywords:
executive functions, academic performance, non-parametric, educationAbstract
In recent years, the link between neuroscience and education has contributed to understanding and improving the educational system, moreover, an interest has been shown in the study of student´s cognitive functions and academic performance. Executive functions are a multimodal system that coordinate higher mental processes. Researches have emphasized the relationship between executive function and cognitive abilities, skills competencies in literacy and mathematics. Any alteration in the executive functions cognitive domain could lead to poor academic performance. The aim of this study was to evaluate the relationship between executive functions and academic performance in a sample of elementary students. Materials and Methods: A descriptive correlational study was conducted with 34 students. Participants were assessed with the ENFEN test. In addition, their first and second trimester’s grades were averaged to obtain a value for academic achievement. Data was analyzed with the Spearman correlation coefficient. Results: The performance of most students in the ENFEN test was low and medium. Academic performance was medium and high. No significant correlations between ENFEN scores and averaged grades were found. Conclusions: The results found were the opposite of those proposed by the literature, which could suggest a review of the evaluation of students' cognitive and academic abilities by the educational system. We recommend increasing the sample size and the use of other research designs in future studies.
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