Alberto Quílez-Robres, Nieves Moyano, Alejandra Cortés-Pascual
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Executive Functions and SelfEsteem in Academic Performance: A Mediational Analysis.
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.
期刊介绍：
The International Journal of Psychological Research (Int.j.psychol.res) is the Faculty of Psychology’s official publication of San Buenaventura University in Medellin, Colombia. Int.j.psychol.res relies on a vast and diverse theoretical and thematic publishing material, which includes unpublished productions of diverse psychological issues and behavioral human areas such as psychiatry, neurosciences, mental health, among others.
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