Executive functions and emotional self-regulation in children and adolescents.

Abstract

The objective of the study was to analyze the relationship between executive functions and emotional self-regulation in the learning process of children and adolescents. The method used was quantitative, non-experimental, cross-sectional and correlational, with 531 participants. Tests validated in the Ecuadorian contact were used for cognitive functions and emotional self- regulation. The results showed that executive functions have a medium (5 6), high (8) and very high (9-10) development, in the age groups analyzed, significant differences stand out in phonological fluency (51%) more in women than in men (31%) as well as semantic fluency 49% of men reach medium- high levels, compared to 34% of women, performance associated with the capacity of association, organization of information in semantic categories added to working memory and cognitive flexibility. It is concluded that there were differential patterns with those participants who were associated with the diagnosis of ADHD and a very significant relationship (.756**) between executive functions and emotional self-regulation in both groups.