Relationship between Academic Performance and the Self-Report of the Executive Performance of Ecuadorian Teenagers

DOI:  https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.5481

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Published: Apr 27, 2018
Issue: Vol. 36 No. 2 (2018)
Section Artículos


Keywords: high school students executive functions neuropsychology cognitive psychology academic achievement

Main Article Content

Authors

Carlos Ramos
Universidad Internacional SEK Ecuador
Janio Jadán-Guerrero
Universidad Tecnológica Indoamérica, Quito, Ecuador
Antonio Gómez-García
Universidad Internacional SEK Ecuador, Quito, Ecuador

Abstract

This article reports research findings from a study that analyzed the relationship between executive functions and academic performance of a sample of 250 high school students from Quito, Ecuador. The measures used consisted of the scale to evaluate efeco executive functions in the self-report format and the academic performance of the last academic year of the students. Two statistical analyses were conducted, the first one, correlational, suggested that the executive functions cognitive flexibility (r=-0.18, p<0.01), organization of materials (r=-0.15, p<0.01), monitoring (r=-0.22, p<0.01), initiative (r=-0.24, p<0.01), working memory (r=-0.28, p<0.01) and planning (r=-0.25, p<0.01), have a significant relationship inversely proportional to academic performance (the higher the deficit in executive functions are, the lower the academic performance is). Secondly, we performed a multiple regression analysis, considering executive functions as predictors of academic performance F(6.241)=4,96, p<0.001. The percentage of variance that executive functions explained about academic achievement (r2 =0.11) is related to previous interventions and project research for training executive functions to improve academic achievement of high school students.
Author Biography

Carlos Ramos, Universidad Internacional SEK Ecuador

  • PSICÓLOGO INFANTIL Y PSICOREHABILITADOR - Universidad Central del Ecuador (2008)
  • MAGÍSTER EN NEUROPSICOLOGÍA CLÍNICA Y REHABILITACIÓN NEUROPSICOLÓGICA - Universidad Central del Ecuador (2011)
  • MAGÍSTER EN PEDAGOGÍA - Universidad Técnica Particular de Loja (2013)
  • PHD EN PSICOLOGÍA (2015). Universidad de Concepción-Chile.
How to Cite
Ramos, C., Jadán-Guerrero, J., & Gómez-García, A. (2018). Relationship between Academic Performance and the Self-Report of the Executive Performance of Ecuadorian Teenagers. Avances En Psicología Latinoamericana, 36(2), 405–417. https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.5481
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