<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2011-2084</journal-id>
<journal-title><![CDATA[International Journal of Psychological Research]]></journal-title>
<abbrev-journal-title><![CDATA[int.j.psychol.res.]]></abbrev-journal-title>
<issn>2011-2084</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Psicología. Universidad de San Buenaventura, Medellín]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2011-20842021000200052</article-id>
<article-id pub-id-type="doi">10.21500/20112084.5198</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Executive Functions and Self-Esteem in Academic Performance: A Mediational Analysis]]></article-title>
<article-title xml:lang="es"><![CDATA[Funciones ejecutivas y autoestima en el desempeño académico: un análisis mediacional]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quílez-Robres]]></surname>
<given-names><![CDATA[Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moyano]]></surname>
<given-names><![CDATA[Nieves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cortés-Pascual]]></surname>
<given-names><![CDATA[Alejandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Zaragoza  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Jaén  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Zaragoza  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>14</volume>
<numero>2</numero>
<fpage>52</fpage>
<lpage>60</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2011-20842021000200052&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2011-20842021000200052&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2011-20842021000200052&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract.  Objective: Once the paradigm of intelligence as the only predictor of academic performance has been overcome, the in&#64258;uence of other variables, such as reasoning, verbal &#64258;uency, 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. Di&#64256;erent instruments were administered: RAVEN, E&#64256;ective Reading, Brief II, MAPE II, and Coopersmith Scale, respectively.  Results: The results indicate that the predictive model formed by reasoning, verbal &#64258;uency, 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen.  Objetivo: Superado el paradigma de la inteligencia como predictor único del rendimiento académico, se estudia la in&#64258;uencia de otras variables como el razonamiento, &#64258;uidez 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 E&#64257;caz, Brief II, MAPE II y Escala Coopersmith respectivamente.  Resultados: Los resultados señalan que el modelo predictivo formado por razonamiento, &#64258;uidez 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.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Academic Performance]]></kwd>
<kwd lng="en"><![CDATA[Reasoning]]></kwd>
<kwd lng="en"><![CDATA[Verbal Fluency]]></kwd>
<kwd lng="en"><![CDATA[Executive Functions]]></kwd>
<kwd lng="en"><![CDATA[Self-Esteem]]></kwd>
<kwd lng="en"><![CDATA[Motivation.]]></kwd>
<kwd lng="es"><![CDATA[Rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[razonamiento]]></kwd>
<kwd lng="es"><![CDATA[&#64258;uidez verbal]]></kwd>
<kwd lng="es"><![CDATA[funciones ejecutivas]]></kwd>
<kwd lng="es"><![CDATA[autoestima]]></kwd>
<kwd lng="es"><![CDATA[motivación.]]></kwd>
</kwd-group>
</article-meta>
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