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Quílez-Robres, A., Moyano, N., & Cortés-Pascual, A. (2021). El Funciones ejecutivas y autoestima en el desempeño académico: un análisis mediacional. International Journal of Psychological Research, 14(2), 52–60. https://doi.org/10.21500/20112084.5198
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The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
To give up copyright, the authors allow that, International Journal of Psychological Research, distribute the work more broadly, check for the reuse by others and take care of the necessary procedures for the registration and administration of copyright; at the same time, our editorial board represents the interests of the author and allows authors to re-use his work in various forms. In response to the above, authors transfer copyright to the journal, International Journal of Psychological Research. This transfer does not imply other rights which are not those of authorship (for example those that concern about patents). Likewise, preserves the authors rights to use the work integral or partially in lectures, books and courses, as well as make copies for educational purposes. Finally, the authors may use freely the tables and figures in its future work, wherever make explicit reference to the previous publication in International Journal of Psychological Research. The assignment of copyright includes both virtual rights and forms of the article to allow the editorial to disseminate the work in the manner which it deems appropriate.
The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
Resumen
Objetivo: Superado el paradigma de la inteligencia como predictor único del rendimiento académico, se estudia la influencia de otras variables como el razonamiento, fluidez 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 Eficaz, Brief II, MAPE II y Escala Coopersmith respectivamente. Resultados: Los resultados señalan que el modelo predictivo formado por razonamiento, fluidez 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.
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Referencias
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Best, J. R., Miller, P. H., & Naglieri, J. A. (2011). Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample. Learning and Individual Differences, 21 (4), 327–336. https://doi.org/10.1016/j.lindif.2011.01.007.
Birkeland, M. S., Melkevik, O., Holsen, I., & Wold, B. (2012). Trajectories of global self-esteem development during adolescence. Journal of Adolescence, 35 (1), 43–54. https://doi.org/10.1016/j.adolescence.2011.06.006.
Bruijn, A. G. M., Hartman, E., Kostons, D., Visscher, C., & Bosker, R. J. (2018). Exploring the relations among physical fitness, executive functioning, and low academic achievement. Journal of Experimental Child Psychology, 167, 204–221. https://doi.org/10.1016/j.jecp.2017.10.010.
Bryce, D., Whitebread, D., & Szucs, D. (2015). The relationships among executive functions, metacognitive skills and educational achievment in 5 and 7 year-ols children. Metacognition and Learning, 10, 181–198. https://doi.org/10.1007/s11409-014-9120-4.
Caro, D., & Kyriakides, L. (2019). Assessment design and quality of inferences in PISA: Limitations and recommendations for improvement. Journal Assessment in Education: Principles, Policy & Practice, 26, 363–368. https://doi.org/10.1080/0969594X.2019.1645990.
Colom, R., Rubio, V. J., Shih, P. C., & Santacreu, J. (2006). Fluid intelligence, working memory and executive functioning. Psicothema, 18 (4), 816-821. https://reunido.uniovi.es/index.php/PST/article/view/8382.
Coopersmith, S. (1967). The antecedents of self-esteem. Freeman & Company.
Cortés Pascual, A., Moyano Muñoz, N., & Quilez Robres, A. (2019). The Relationship Between Executive Functions and Academic Performance in Primary Education: Review and Meta-Analysis. Frontiers in Psychology, 10, 1582. https://doi.org/10.3389/fpsyg.2019.01582.
Davis, E. R. (2019). The PISA Phenomenon: Analysis of its Ascendancy in Media, Policymaker and Academic Discourses in Education [Tesis Doctoral. Universidad de Sydney]. https://ses.library.usyd.edu.au/handle/2123/21469.
de Castro, R. M., & Pereira, D. I. F. (2019). Education and Attachment: Guidelines to Prevent School Failure. Multimodal Technologies and Interaction, 3 (1), 10. https://doi.org/10.3390/mti3010010.
Evans, J. S. (2003). In two minds: Dual–process accounts of reasoning. Trends in Cognitive Sciencies, 7, 454–459. https://doi.org/10.1016/j.tics.2003.08.012.
Fernández-Mellizo, M., & Martínez-García, J. S. (2017). Inequality of educational opportunities: School failure trends in Spain (1977–2012). International Studies in Sociology of Education, 26 (3), 267–287. https://doi.org/10.1080/09620214.2016.1192954.
Floyd, R. G., McGrew, K. S., & Evans, J. J. (2008). The relative contributions of the Cattell-Horn-Carroll cognitive abilities in explaining writing achievement during childhood and adolescence. Psychology in the Schools, 45 (2), 132–144. https://doi.org/10.1002/pits.20284.
Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2017). In M. J. Maldonado, M. C. Fournier, R. Martínez-Arias, J. González-Marqués, J. M. Espejo-Saavedra, & P. Santamaría (adapters), BRIEF-2. Evaluación Conductual de la Función Ejecutiva. TEA Ediciones.
Greene, M. L., &Way, N. (2005). Selfesteem trajectories among ethnic minority adolescents: A growth curve analysis of the patterns and predictors of change. Journal of Research on Adolescence, 15 (2), 151–178. https://doi.org/ 10.1111/j.1532-7795.2005.00090.x.
Grupo Editorial Bruño. (2017). Lectura eficaz – juegos de lectura. Editorial Bruño, S.L.
Harter, S., & Whitesell, N. R. (2003). Beyond the debate: Whysome adolescents report stable self-worth. Journal of Personality, 71 (6), 1027–1058. https://doi.org/10.1111/1467-6494.7106006.
Hayes, A. F. (2012). PROCESS: A Versatile Computational Tool for Observed Variable Mediation, Moderation, and Conditional Process Modeling. https://www.afhayes.com/public/process2012.pdf.
Jacobson, L. A., Williford, A. P., & Pianta, R. C. (2011). The role of executive function in children’s competent adjustment to middle school. Child Neuropsychology, 17 (3), 255–280. https://doi.org/10.1080/09297049.2010.535654.
Kaplan, D. S., Peck, M., & Kaplan, H. B. (1994). Structural relations model of self–rejection, disposition to deviance, and academic failure. Journal of Educational Research, 87 (3), 166–173. https://doi.org/10.1080/00220671.1994.9941238.
Kiviruusu, O., Konttinen, H., Huurre, T., Aro, H., Marttunen, M., & Haukkala, A. (2016). Self-esteem and body mass index from adolescence to mid-adulthood. a 26-year follow-up. International Journal of Behavioral Medicine, 23 (3), 355–363. https://doi.org/10.1007/s12529-015-9529-4.
Lamas, H. A. (2015). Sobre el rendimiento escolar. Propósitos y representaciones, 3 (1), 313–386. https://doi.org/10.20511/pyr2015.v3n1.74.
Masselink, M., Van Roekel, E., & Oldehinkel, A. J. (2018). Self–esteem in early adolescence as predictor of depressive symptoms in late adolescence and early adulthood: the mediating role of motivational and social factors. Journal of Youth and Adolescence, 47 (5), 932–946. https://doi.org/10.1007/s10964-017-0727-z.
McArthur, G., Castles, A., Khonen, S., & Banales, E. (2016). Low self-concept in por readers: Prevalence, heterogeneity, and risk. PeerJ, 4, 1–25. https://doi.or/10.7717/peerj.2669.
Mercader, J., Presentación, M. J., Siegenthaler, R., Molinero, V., & Miranda, A. (2017). Motivación y rendimiento académico en matemáticas: Un estudio longitudinal en las primeras etapas educativas. Revista de Psicodidáctica, 22 (2), 157–163. https://doi.org/10.1016/j.psicod.2017.05.007.
Miranda Esquer, J. B., Miranda Esquer, J. F., & Enríquez Valdenebro, A. L. (2011). Adaptación del Inventario de Autoestima Coopersmith para alumnos mexicanos de educación primaria. Praxis investigativa ReDIE: Revista Electrónica de la Red Durango de Investigadores Educativos, 3 (4), 5–14. https://dialnet.unirioja.es/servlet/articulo?codigo=6535715.
Montero, I., & Alonso, J. (1992). Validez predictiva de los cuestionarios MAPE-II y EMA-II. En J. Alonso Tapia (Dir.), Motivar en la adolescencia: Teoría, Evaluación e Intervención (pp. 263-280). Ediciones de la Universidad Autónoma.
Moyano, N., Quílez-Robres, A., & Cortés Pascual, A. (2020). Self-esteem and motivation for learning in academic achievement: The mediating role of reasoning and verbal fluidity. Sustainability, 12 (14), 5768. https://doi.org/10.3390/su12145768.
Mulder, H., Verhagen, J., Van der Ven, S. H. G., Slot, P. L., & Leseman, P. P. M. (2017). Early executive function at age two predicts emergent mathematics and literacy at age five. Frontiers in Psychology, 8, Article 1706. https://doi.org/10.3389/fpsyg.2017.01706.
Nascimento, S., & Peixoto, F. (2012). Relações entre o estatuto escolar e o autoconceito, auto–estima e orientações motivacionais em alunos do 9◦ ano de escolaridade. Análise Psicológica, 30 (4), 421–434. http://www.scielo.mec.pt/scielo.php?script=sci_arttext&pid=S0870-82312012000300005.
Nie, J., Zhang, W., & Liu, Y. (2017). Exploring depression, self–esteem and verbal fluency with different degrees of internet addiction among Chinese college students. Comprehensive Psychiatry, 72, 114–120. https://doi.org/10.1016/j.comppsych.2016.10.006.
Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40, 879–891. https://doi.org/10.3758/BRM.40.3.879.
Raven, J. C., & Court, J. H. (2010). Test de matrices progresivas de raven. Pearson-Anaya. Regueiro, B., Suárez, N., Valle, A., Núñez, J. C., & Rosário, P. (2015). La motivación e implicación en los deberes escolares a lo largo de la escolaridad obligatoria. Revista de Psicodidáctica, 20 (1), 47–63. https://doi.org/10.1387/RevPsicodidact.126411.
Ren, X., Schweizer, K., Wang, T., & Xu, F. (2015). The prediction of students’ academic performance with fluid intelligence in giving special consideration to the contribution of learning. Advances in Cognitive Psychology, 11 (3), 97–105. https://doi.org/10.5709/acp-0175-z.
Rhoades, B. L., Warren, H. K., Domitrovich, C. E., & Greenberg, M. T. (2011). Examining the link between preschool social–emotional competence and first grade academic achievement: the role of attention skills. Early Childhood Research Quarterly, 26, 182–191. https://doi.org/10.1016/j.ecresq.2010.07.003.
Schneider, W. J., & McGrew, K. S. (2012). The Cattell–Horn–Carroll model of intelligence. In D. P. Flanagan & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues( p. 99144). The Guilford Press.
St. Clair-Thompson, H. L., & Gathercole, S. E. (2006). Executive functions and achievements in school: Shifting, updating, inhibition and working memory. Quarterly Journal of Experimental Psychology, 59 (4), 745–759. https://doi.org/10.1080/17470210500162854.
Sternberg, R. J., Grigorenko, E., Ferrando, M., Hernández, D., Ferrándiz, C., & Bermejo, R. (2010). Enseñanza de la inteligencia exitosa para alumnos superdotados y talentos. Revista Electrónica Interuniversitaria de Formación del Profesorado, 13 (1), 111–118. https://dialnet.unirioja.es/servlet/articulo?codigo=3163513.
Walters, G. D., & Mandracchia, J. T. (2017). Testing criminological theory through causal mediation analysis: Current status and future directions. Journal of Criminal Justice, 49, 53–64. https://doi.org/10.1016/j.jcrimjus.2017.02.002.
Wiebe, S. A., Espy, K. A., & Charak, D. (2008). Using confirmatory factor análisis to understand executive control in preschool children: I. Latent structure. Developmental Psychology, 44 (2), 575–587. https://doi.or/10.1037/0012-1649.44.2.575.
Willoughby, M. T., Blair, C. B., Wirth, R. J., & Greenberg, M. (2010). The measurement of executive function at age 3 years: Psychometric properties and criterion validity of a new battery of tasks. Psychological Assessment, 22( (2), 306–317. https://doi.org/10.1037/a0018708.
Zelazo, P. D., & Carlson, S. M. (2012). Hot and cool executive function in childhood and adolescence: Development and plasticity. Child Development. Perspectives, 6, 354–360. https//doi.org/10.1111/j.1750-8606.2012.00246.x.
Best, J. R., Miller, P. H., & Naglieri, J. A. (2011). Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample. Learning and Individual Differences, 21 (4), 327–336. https://doi.org/10.1016/j.lindif.2011.01.007.
Birkeland, M. S., Melkevik, O., Holsen, I., & Wold, B. (2012). Trajectories of global self-esteem development during adolescence. Journal of Adolescence, 35 (1), 43–54. https://doi.org/10.1016/j.adolescence.2011.06.006.
Bruijn, A. G. M., Hartman, E., Kostons, D., Visscher, C., & Bosker, R. J. (2018). Exploring the relations among physical fitness, executive functioning, and low academic achievement. Journal of Experimental Child Psychology, 167, 204–221. https://doi.org/10.1016/j.jecp.2017.10.010.
Bryce, D., Whitebread, D., & Szucs, D. (2015). The relationships among executive functions, metacognitive skills and educational achievment in 5 and 7 year-ols children. Metacognition and Learning, 10, 181–198. https://doi.org/10.1007/s11409-014-9120-4.
Caro, D., & Kyriakides, L. (2019). Assessment design and quality of inferences in PISA: Limitations and recommendations for improvement. Journal Assessment in Education: Principles, Policy & Practice, 26, 363–368. https://doi.org/10.1080/0969594X.2019.1645990.
Colom, R., Rubio, V. J., Shih, P. C., & Santacreu, J. (2006). Fluid intelligence, working memory and executive functioning. Psicothema, 18 (4), 816-821. https://reunido.uniovi.es/index.php/PST/article/view/8382.
Coopersmith, S. (1967). The antecedents of self-esteem. Freeman & Company.
Cortés Pascual, A., Moyano Muñoz, N., & Quilez Robres, A. (2019). The Relationship Between Executive Functions and Academic Performance in Primary Education: Review and Meta-Analysis. Frontiers in Psychology, 10, 1582. https://doi.org/10.3389/fpsyg.2019.01582.
Davis, E. R. (2019). The PISA Phenomenon: Analysis of its Ascendancy in Media, Policymaker and Academic Discourses in Education [Tesis Doctoral. Universidad de Sydney]. https://ses.library.usyd.edu.au/handle/2123/21469.
de Castro, R. M., & Pereira, D. I. F. (2019). Education and Attachment: Guidelines to Prevent School Failure. Multimodal Technologies and Interaction, 3 (1), 10. https://doi.org/10.3390/mti3010010.
Evans, J. S. (2003). In two minds: Dual–process accounts of reasoning. Trends in Cognitive Sciencies, 7, 454–459. https://doi.org/10.1016/j.tics.2003.08.012.
Fernández-Mellizo, M., & Martínez-García, J. S. (2017). Inequality of educational opportunities: School failure trends in Spain (1977–2012). International Studies in Sociology of Education, 26 (3), 267–287. https://doi.org/10.1080/09620214.2016.1192954.
Floyd, R. G., McGrew, K. S., & Evans, J. J. (2008). The relative contributions of the Cattell-Horn-Carroll cognitive abilities in explaining writing achievement during childhood and adolescence. Psychology in the Schools, 45 (2), 132–144. https://doi.org/10.1002/pits.20284.
Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2017). In M. J. Maldonado, M. C. Fournier, R. Martínez-Arias, J. González-Marqués, J. M. Espejo-Saavedra, & P. Santamaría (adapters), BRIEF-2. Evaluación Conductual de la Función Ejecutiva. TEA Ediciones.
Greene, M. L., &Way, N. (2005). Selfesteem trajectories among ethnic minority adolescents: A growth curve analysis of the patterns and predictors of change. Journal of Research on Adolescence, 15 (2), 151–178. https://doi.org/ 10.1111/j.1532-7795.2005.00090.x.
Grupo Editorial Bruño. (2017). Lectura eficaz – juegos de lectura. Editorial Bruño, S.L.
Harter, S., & Whitesell, N. R. (2003). Beyond the debate: Whysome adolescents report stable self-worth. Journal of Personality, 71 (6), 1027–1058. https://doi.org/10.1111/1467-6494.7106006.
Hayes, A. F. (2012). PROCESS: A Versatile Computational Tool for Observed Variable Mediation, Moderation, and Conditional Process Modeling. https://www.afhayes.com/public/process2012.pdf.
Jacobson, L. A., Williford, A. P., & Pianta, R. C. (2011). The role of executive function in children’s competent adjustment to middle school. Child Neuropsychology, 17 (3), 255–280. https://doi.org/10.1080/09297049.2010.535654.
Kaplan, D. S., Peck, M., & Kaplan, H. B. (1994). Structural relations model of self–rejection, disposition to deviance, and academic failure. Journal of Educational Research, 87 (3), 166–173. https://doi.org/10.1080/00220671.1994.9941238.
Kiviruusu, O., Konttinen, H., Huurre, T., Aro, H., Marttunen, M., & Haukkala, A. (2016). Self-esteem and body mass index from adolescence to mid-adulthood. a 26-year follow-up. International Journal of Behavioral Medicine, 23 (3), 355–363. https://doi.org/10.1007/s12529-015-9529-4.
Lamas, H. A. (2015). Sobre el rendimiento escolar. Propósitos y representaciones, 3 (1), 313–386. https://doi.org/10.20511/pyr2015.v3n1.74.
Masselink, M., Van Roekel, E., & Oldehinkel, A. J. (2018). Self–esteem in early adolescence as predictor of depressive symptoms in late adolescence and early adulthood: the mediating role of motivational and social factors. Journal of Youth and Adolescence, 47 (5), 932–946. https://doi.org/10.1007/s10964-017-0727-z.
McArthur, G., Castles, A., Khonen, S., & Banales, E. (2016). Low self-concept in por readers: Prevalence, heterogeneity, and risk. PeerJ, 4, 1–25. https://doi.or/10.7717/peerj.2669.
Mercader, J., Presentación, M. J., Siegenthaler, R., Molinero, V., & Miranda, A. (2017). Motivación y rendimiento académico en matemáticas: Un estudio longitudinal en las primeras etapas educativas. Revista de Psicodidáctica, 22 (2), 157–163. https://doi.org/10.1016/j.psicod.2017.05.007.
Miranda Esquer, J. B., Miranda Esquer, J. F., & Enríquez Valdenebro, A. L. (2011). Adaptación del Inventario de Autoestima Coopersmith para alumnos mexicanos de educación primaria. Praxis investigativa ReDIE: Revista Electrónica de la Red Durango de Investigadores Educativos, 3 (4), 5–14. https://dialnet.unirioja.es/servlet/articulo?codigo=6535715.
Montero, I., & Alonso, J. (1992). Validez predictiva de los cuestionarios MAPE-II y EMA-II. En J. Alonso Tapia (Dir.), Motivar en la adolescencia: Teoría, Evaluación e Intervención (pp. 263-280). Ediciones de la Universidad Autónoma.
Moyano, N., Quílez-Robres, A., & Cortés Pascual, A. (2020). Self-esteem and motivation for learning in academic achievement: The mediating role of reasoning and verbal fluidity. Sustainability, 12 (14), 5768. https://doi.org/10.3390/su12145768.
Mulder, H., Verhagen, J., Van der Ven, S. H. G., Slot, P. L., & Leseman, P. P. M. (2017). Early executive function at age two predicts emergent mathematics and literacy at age five. Frontiers in Psychology, 8, Article 1706. https://doi.org/10.3389/fpsyg.2017.01706.
Nascimento, S., & Peixoto, F. (2012). Relações entre o estatuto escolar e o autoconceito, auto–estima e orientações motivacionais em alunos do 9◦ ano de escolaridade. Análise Psicológica, 30 (4), 421–434. http://www.scielo.mec.pt/scielo.php?script=sci_arttext&pid=S0870-82312012000300005.
Nie, J., Zhang, W., & Liu, Y. (2017). Exploring depression, self–esteem and verbal fluency with different degrees of internet addiction among Chinese college students. Comprehensive Psychiatry, 72, 114–120. https://doi.org/10.1016/j.comppsych.2016.10.006.
Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40, 879–891. https://doi.org/10.3758/BRM.40.3.879.
Raven, J. C., & Court, J. H. (2010). Test de matrices progresivas de raven. Pearson-Anaya. Regueiro, B., Suárez, N., Valle, A., Núñez, J. C., & Rosário, P. (2015). La motivación e implicación en los deberes escolares a lo largo de la escolaridad obligatoria. Revista de Psicodidáctica, 20 (1), 47–63. https://doi.org/10.1387/RevPsicodidact.126411.
Ren, X., Schweizer, K., Wang, T., & Xu, F. (2015). The prediction of students’ academic performance with fluid intelligence in giving special consideration to the contribution of learning. Advances in Cognitive Psychology, 11 (3), 97–105. https://doi.org/10.5709/acp-0175-z.
Rhoades, B. L., Warren, H. K., Domitrovich, C. E., & Greenberg, M. T. (2011). Examining the link between preschool social–emotional competence and first grade academic achievement: the role of attention skills. Early Childhood Research Quarterly, 26, 182–191. https://doi.org/10.1016/j.ecresq.2010.07.003.
Schneider, W. J., & McGrew, K. S. (2012). The Cattell–Horn–Carroll model of intelligence. In D. P. Flanagan & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues( p. 99144). The Guilford Press.
St. Clair-Thompson, H. L., & Gathercole, S. E. (2006). Executive functions and achievements in school: Shifting, updating, inhibition and working memory. Quarterly Journal of Experimental Psychology, 59 (4), 745–759. https://doi.org/10.1080/17470210500162854.
Sternberg, R. J., Grigorenko, E., Ferrando, M., Hernández, D., Ferrándiz, C., & Bermejo, R. (2010). Enseñanza de la inteligencia exitosa para alumnos superdotados y talentos. Revista Electrónica Interuniversitaria de Formación del Profesorado, 13 (1), 111–118. https://dialnet.unirioja.es/servlet/articulo?codigo=3163513.
Walters, G. D., & Mandracchia, J. T. (2017). Testing criminological theory through causal mediation analysis: Current status and future directions. Journal of Criminal Justice, 49, 53–64. https://doi.org/10.1016/j.jcrimjus.2017.02.002.
Wiebe, S. A., Espy, K. A., & Charak, D. (2008). Using confirmatory factor análisis to understand executive control in preschool children: I. Latent structure. Developmental Psychology, 44 (2), 575–587. https://doi.or/10.1037/0012-1649.44.2.575.
Willoughby, M. T., Blair, C. B., Wirth, R. J., & Greenberg, M. (2010). The measurement of executive function at age 3 years: Psychometric properties and criterion validity of a new battery of tasks. Psychological Assessment, 22( (2), 306–317. https://doi.org/10.1037/a0018708.
Zelazo, P. D., & Carlson, S. M. (2012). Hot and cool executive function in childhood and adolescence: Development and plasticity. Child Development. Perspectives, 6, 354–360. https//doi.org/10.1111/j.1750-8606.2012.00246.x.
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