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International Journal of Psychological Research
versão impressa ISSN 2011-2084
Resumo
QUILEZ-ROBRES, Alberto; MOYANO, Nieves e CORTES-PASCUAL, Alejandra. Executive Functions and Self-Esteem in Academic Performance: A Mediational Analysis. int.j.psychol.res. [online]. 2021, vol.14, n.2, pp.52-60. Epub 01-Dez-2021. ISSN 2011-2084. https://doi.org/10.21500/20112084.5198.
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.
Palavras-chave : Academic Performance; Reasoning; Verbal Fluency; Executive Functions; Self-Esteem; Motivation..