Executive functions and performance academic in primary education from the colombian coast

Introduction. The Executive Functions (EF) are a set of supramodal functions that favor cognitive, emotional and social skills. In early childhood, EFs influence the performance of academic skills. The present research determined the relationship between executive functions and academic performance...

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Autores:: Porto, María F.
Puerta-Morales, Laura
Gelves Ospina, Melissa
Urrego Betancourt, Yaneth

Tipo de recurso:: Article of journal

Fecha de publicación:: 2021

Institución:: Corporación Universidad de la Costa

Repositorio:: REDICUC - Repositorio CUC

Idioma:: eng

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repository_id_str
dc.title.spa.fl_str_mv	Executive functions and performance academic in primary education from the colombian coast
title	Executive functions and performance academic in primary education from the colombian coast
spellingShingle	Executive functions and performance academic in primary education from the colombian coast Executive functions Verbal fluency Inhibition Academic achievement Elementary school Funciones ejecutivas Fluidez verbal Inhibición Rendimiento académico Básica primaria
title_short	Executive functions and performance academic in primary education from the colombian coast
title_full	Executive functions and performance academic in primary education from the colombian coast
title_fullStr	Executive functions and performance academic in primary education from the colombian coast
title_full_unstemmed	Executive functions and performance academic in primary education from the colombian coast
title_sort	Executive functions and performance academic in primary education from the colombian coast
dc.creator.fl_str_mv	Porto, María F. Puerta-Morales, Laura Gelves Ospina, Melissa Urrego Betancourt, Yaneth
dc.contributor.author.spa.fl_str_mv	Porto, María F. Puerta-Morales, Laura Gelves Ospina, Melissa Urrego Betancourt, Yaneth
dc.subject.spa.fl_str_mv	Executive functions Verbal fluency Inhibition Academic achievement Elementary school Funciones ejecutivas Fluidez verbal Inhibición Rendimiento académico Básica primaria
topic	Executive functions Verbal fluency Inhibition Academic achievement Elementary school Funciones ejecutivas Fluidez verbal Inhibición Rendimiento académico Básica primaria
description	Introduction. The Executive Functions (EF) are a set of supramodal functions that favor cognitive, emotional and social skills. In early childhood, EFs influence the performance of academic skills. The present research determined the relationship between executive functions and academic performance in an educational context. Method. A correlational study was conducted involving 195 students between 6 and 12 years of age, randomly selected from primary grades (from 1 to 5). The executive functions measured were: verbal fluency (phonological and semantic), selective attention, cognitive flexibility, planning and inhibition; for which, the Neuropsychological Evaluation of the executive functions in children (ENFEN) was used and the academic performance was evaluated from the cumulative academic average in the year. Results. According to Spearman's correlation analysis, the results show that there is a statistically significant relationship between academic performance and the components of executive functions: phonological fluency (p = .01) and cognitive flexibility (p = .01). On the other hand, the logistic regression showed that semantic fluency and inhibition are predictive factors for academic performance in 76.4%. Discussion or Conclusion. Which suggests that executive functions are associated and in turn predict academic performance in elementary school students, especially if this is low.
publishDate	2021
dc.date.accessioned.none.fl_str_mv	2021-11-23T19:16:47Z
dc.date.available.none.fl_str_mv	2021-11-23T19:16:47Z
dc.date.issued.none.fl_str_mv	2021
dc.type.spa.fl_str_mv	Artículo de revista
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dc.identifier.issn.spa.fl_str_mv	1696-2095 1699-5880
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dc.identifier.instname.spa.fl_str_mv	Corporación Universidad de la Costa
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dc.language.iso.none.fl_str_mv	eng
language	eng
dc.relation.references.spa.fl_str_mv	Algozzine, B. y Algozzine, K.M. (2009). Facilitating academic achievement through school wide positive behavior support. In W. Sailor, G. Dunlap, G. Sugai y R. H. Horner (Eds.), Handbook of positive behavior support (pp. 521– 550). New York: Springer. Anderson, V., Jacobs, R., y Anderson, P. (2008). Executive function and frontal lobes: A lifespan perspective. New York: Francis y Taylor Group. Anderson, P. J. (2008). Towards a developmental model of executive function. En V. Anderson, R. Jacobs y P. J. Anderson (Eds.), Executive functions and the frontal /lobes: A lifespan perspective (pp. 3-22). Nueva York: Psychology Press Arán-Filippetti, V. (2011). Fluidez verbal según tipo de tarea, intervalo de tiempo y estrato socioeconómico, en niños escolarizados. Anales de psicología, 27(3), 816-826. Aydmune, Y., Zamara, E., Introzzi, E., Richard´s, M. (2016). Relaciones entre la inhibición comportamental, inhibición perceptual y el test stroop, en niños en edad escolar. Anuario de proyectos e informes de Becarios de investigación, 13, 1382-1392. Cohen, J. A. C. O. B. (1986). Statistical approaches to suicidal risk factor analysis. Annals of the New York Academy of Sciences, 487, 34-41. De Lima, R., Salgado, C., y Ciasca, S., (2011). Attentional Performance and Executive Functions in Children with Learning Difficulties. Psicologia: Reflexão e Crítica, 24(4), 685-691. Deer, L. K., Hastings, P. D., y Hostinar, C. E. (2020). The role of childhood executive function in explaining income disparities in long‐term academic achievement. Child development, 91(5), e1046-e1063. https://doi.org/10.1111/cdev.13383 Del Valle, M, y Urquijo, S. (2015). Relaciones de las estrategias de codificación mnésica y la capacidad de aprendizaje con el desempeño académico de estudiantes universitarios. Psicología Educativa, 21, 27-37. Erazo, O. (2012). El rendimiento académico, un fenómeno de múltiples relaciones y complejidades. Revista vanguardia psicológica clínica teórica y práctica, 2(2), 144-173. Fernández-Castillo, A., & Rojas, M. E. G. (2009). Atención selectiva, ansiedad, sintomatología depresiva y rendimiento académico en adolescentes. Electronic journal of research in educational psychology, 7(1), 49-76. García, T., González-Castro, P., Rodríguez, C., Cueli, M., Álvarez, D., y Álvarez, L. (2014). Alteraciones del funcionamiento ejecutivo en el trastorno por déficit de atención con hiperactividad y sus subtipos. Psicología Educativa, 20, 23-32. Garner, K. (2009). Conceptualizing the Relations between Executive Functions and Self-Regulated Learning. The Journal of Psychology, 143(4), 405–426. Gutiérrez-Martínez, F., y Ramos, M. (2014). La memoria operativa como capacidad predictora del rendimiento escolar. Estudio de adaptación de una medida de memoria operativa para niños y adolescentes. Psicología Educativa, 20, 1-10. Grenell, A., y Carlson, S. M. (2021). Individual differences in executive function and learning: The role of knowledge type and conflict with prior knowledge. Journal of experimental child psychology, 206, 105079. https://doi.org/10.1016/j.jecp.2020.105079 Instituto de estadística de la UNESCO (UIS). (2012). Compendio mundial de la educación: Oportunidades perdidas; El impacto de la repetición y de la salida prematura de la escuela. Kishiyama, M., Boyce, T., Jimenez, A., Perry, L., y Knight, R. (2014). Socioeconomic Disparities Affect Prefrontal Function in Children. Journal of Cognitive Neuroscience. 21(6), 1106–1115. Lan, X., Legare, C., Cameron., Li, S., Morrison, P. (2011). Investigating the links between the subcomponents of executive function and academic achievement: A cross-cultural analysis of Chinese and American preschoolers. Journal of Experimental Child Psychology, 108, 677– 692. doi:10.1016/j.jecp.2010.11.001 Lassen, S. R., Steele, M. M. y Sailor, W. (2006). The relationship of school-wide positive behavior support to academic achievement in an urban middle school. Psychology in the Schools, 43, 701–712. Lezak, M.D. (1982). The problem of assesing executive functions. International Journal of Psychology, 17, 281-97. Martínez, M., y Manoiloff, L. (2010). Evaluación neuropsicológica de la Función Ejecutiva en Adolescentes con Diferentes Patrones de Consumo de Alcohol. Revista Argentina de Ciencias del Comportamiento, 2(1), 14-23. Martins, N y Gotuzo, A.(2015). Is it possible to promote executive functions in preschoolers? A case study in Brazil. International Journal of Child Care and Education Policy, 9(6),1 -18. doi 10.1186/s40723-015-0010-2 Marino, J., Acosta, A., Zorza, J. (2011). Control ejecutivo y fluidez verbal en poblacion infantil: medidas cuantitativas, cualitativas y temporalis. Interdisciplinaria, 28(2), 245-260. MEN (2011). Encuesta Nacional de Deserción Escolar (ENDE): Socialización de resultados principales en el marco de los encuentros regionales de construcción del Plan Sectorial de Educación. Bogotá: Encuentro Regional 2011. Navarro Soria, I., Real Fernández, M., Lavigne Cerván, R., García-Fernández, J. M., y Piqueras Rodríguez, J. A. (2019). Predictive capacity of the Spanish neuropsychological assessment of executive functions battery when diagnosing child ADHD. Revista Latinoamericana de Psicología, 51(3), 153-161doi: http://dx.doi.org/10.14349/rlp.2019.v51.n3 Nieto-Márquez, N. L., García-Sinausía, S., y Nieto, M. Á. P. Links between motivation and metacognition and achievement in cognitive performance among primary school pupils. Anales de psicología, 37(1), 51-60. https://doi.org/10.6018/analesps.383941 OECD. (2014). PISA 2012 results in focus. What 15-year-olds know and what they can do with what they know. Programme for International Student Assessment. France: Organisation for Economic Co-operation and Development. Ortiz, T. (2013). Neurociencia y educación. Madrid: Alianza Editorial. Peng, P., y Kievit, R. A. (2020). The development of academic achievement and cognitive abilities: A bidirectional perspective. Child Development Perspectives, 14(1), 15-20. https://doi.org/10.1111/cdep.12352 Portellano, J.A. (2005). Introducción a la neuropsicología. Madrid: Mc Graw Hill. Portellano, Martínez-Arias y Zumárraga (2009). Evaluación Neuropsicológica de las Funciones Ejecutivas en Niños (ENFEN). Madrid: TEA Ediciones. Puerta Morales, L. (2015). Relationship Between Cognitive Processes and Academic Performance in High School Students: Relación entre los procesos cognitivos y el rendimiento académico en estudiantes de educación básica secundaria. Psychologia. Avances de la disciplina, 9(2), 85- 100. Ramírez, M., Ostrosky-Solís, F., Fernández, A., & Ardila-Ardila, A. (2005). Fluidez verbal semántica en hispanohablantes: un análisis comparativo. Revista de neurología, 41(8), 463-468. Rahbari, N., y Vaillancourt1, T. (2015). Longitudinal Associations between Executive Functions and Intelligence in Preschool Children: A Multi-Method, MultiInformant Study. Canadian Journal of School Psychology. 30(4) 255–272. doi: 10.1177/0829573515594610 Reyes, S., Barreyro, J. P., & Injoque Ricle, I. (2015). El rol de la función ejecutiva en el rendimiento académico en niños de 9 años. Revista Neuropsicología Latinoamericana. 7(2), 42-47 DOI: 10.5579/rnl.2015.0229. Roebers, C., y Jäger, K. (2014). The Relative Importance of Fine Motor Skills, Intelligence, and Executive Funtions for First Graders´ Reading and Spelling Skills. Perspectives on Language and Literacy, 40(2), 13-17. Rudasill, K.M., Gallagher, K.C. y White, J.M. (2010). Temperamental attention and activity, classroom emotional support, and academic achievement in third grade. Journal of School Psychology, 48(2), 113-34. Scope, A., Empson, J., y McHale, S. (2010). Executive function in children with high and low attentional skills: Correspondences between behavioral and cognitive profiles. British Journal of Developmental Psychology, 28, 293–305. doi:10.1348/026151009X410371 Shaul, S., y Schwartz, M. (2014). The role of the executive functions in school readiness among preschool-age children. Reading and Writing, 27, 749–768. doi: 10.1007/s11145-013-9470-3 Stelzer, F., y Cervigni, M. (2011). Desempeño académico y funciones ejecutivas en infancia y adolescencia. Una revisión de la literatura. Revista de Investigación en Educación, 9(1), 148-156. Suárez-Riveiro, J. M., Martínez-Vicente, M., y Valiente-Barroso, C. (2019). Rendimiento Académico según Distintos Niveles de Funcionalidad Ejecutiva y de Estrés Infantil Percibido. Educational Psychology, 26(1), 77-86. https://doi.org/10.5093/psed2019a17 Suchodoletz, A., Gestsdottir, S., Wanless, S., McClellandd, M., Birgisdottir, F., Gunzenhauser, C.,Ragnarsdottir, H. (2013).Behavioral self-regulation and relations to emergent academic skills among children in Germany and Iceland. Early Childhood Research Quarterly, 28, 62– 73. doi:10.1016.2012.05.003 Tiramonti, G. (2014). Las pruebas PISA en América Latina: resultados en contexto. Avances en Supervisión Educativa, 20, 1-24 Tirapu-Ustárroz, J., y Luna-Lario, P. (2008). Neuropsicología de las funciones ejecutivas. En J. Tirapu-Ustárroz, M. Ríos-Lago y F. Maestú-Unturbe (Eds.), Manual de Neuropsicología (pp. 221- 259). Barcelona: Viguera Editores. Titz, C., y Karbach, J. (2014). Working memory and executive functions: effects of training on academic achievement. Psychological Research, 78, 852–868. doi:10.1007/s00426-013-0537-1 Tobar, C. (2014). The influence of Sleep and Exercise, emotions and Stress, and Language on the Development of Executive Functions. Perspectives on Language and Literacy, 40(2), 19-22. doi: 10.1007/s00426-013-0537-1 Toll, S., Van der Ven, S., Kroesbergen, E., y Van Luit, J. (2011). Executive Functions as Predictors of Math Learning Disabilities. Journal of Learning Disabilities, 44(6) 521–532. doi: 10.1177/0022219410387302 Torres, J., Acevedo, D. y Gallo, L. (2015). Causas y consecuencias de la deserción y repitencia escolar: una visión general en el contexto Latinoamericano. Cultura Educación y Sociedad, 6(2), 157-187 Tsujimoto, S., Yamamoto, T., Kawaguchi, H., Koizumi, H., & Sawaguchi, T. (2004). Prefrontal cortical activation associated with working memory in adults and preschool children: an eventrelated optical topography study. Cerebral cortex, 14(7), 703-712. DOI: 10.1093/cercor/bhh030 Valle, A., Pan, I., Núñez, J., Rosário, P., Rodríguez, S., y Regueiro, B. (2015). Deberes escolares y rendimiento académico en Educación Primaria. Anales de Psicología, 31(2), 562-569. doi: 10.6018/analesps.31.2.171131 Van der Ven, S. H., Kroesbergen, E. H., Boom, J., & Leseman, P. P. (2013). The structure of executive functions in children: A closer examination of inhibition, shifting, and updating. British Journal of Developmental Psychology, 31(1), 70-87. DOI: 10.1111/j.2044- 835X.2012.02079.x Vandenbroucke, L., Verschueren, K., y Baeyens, D. (2017). The development of executive functioning across the transition to first grade and its predictive value for academic achievement. Learning and Instruction. 49, 103-112. Doi: https://doi.org/10.1016/j.learninstruc.2016.12.008 Wiebe, S., Sheffield, T., Mize, J., Clark, C., Chevalier, N., y Andrews, K. (2011). The structure of executive function in 3-year-olds. Journal of Experimental Child Psychology, 101, 436-452. doi:10.1016/j.jecp.2010.08.008 Yang, Y., y Raine, A. (2009). Prefrontal structural and functional brain imaging findings in antisocial, violent, and psychopathic individuals: a meta-analysis. Psychiatry Res, 174(2), 81-88
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spelling	Porto, María F.Puerta-Morales, LauraGelves Ospina, MelissaUrrego Betancourt, Yaneth2021-11-23T19:16:47Z2021-11-23T19:16:47Z20211696-20951699-5880https://hdl.handle.net/11323/8896Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.co/Introduction. The Executive Functions (EF) are a set of supramodal functions that favor cognitive, emotional and social skills. In early childhood, EFs influence the performance of academic skills. The present research determined the relationship between executive functions and academic performance in an educational context. Method. A correlational study was conducted involving 195 students between 6 and 12 years of age, randomly selected from primary grades (from 1 to 5). The executive functions measured were: verbal fluency (phonological and semantic), selective attention, cognitive flexibility, planning and inhibition; for which, the Neuropsychological Evaluation of the executive functions in children (ENFEN) was used and the academic performance was evaluated from the cumulative academic average in the year. Results. According to Spearman's correlation analysis, the results show that there is a statistically significant relationship between academic performance and the components of executive functions: phonological fluency (p = .01) and cognitive flexibility (p = .01). On the other hand, the logistic regression showed that semantic fluency and inhibition are predictive factors for academic performance in 76.4%. Discussion or Conclusion. Which suggests that executive functions are associated and in turn predict academic performance in elementary school students, especially if this is low.Introducción. Las Funciones Ejecutivas (FE) son un conjunto de funciones supramodales que favorecen a las habilidades cognitivas, emocionales y sociales. En la primera infancia las FE influyen en el rendimiento de las habilidades académicas. La presente investigación determinó la relación entre las funciones ejecutivas y el rendimiento académico en un contexto educativo. Método. Se realizó un estudio correlacional donde participaron 195 estudiantes entre 6 y 12 años de edad, seleccionados al azar de los grados de básica primaria (de 1° a 5°). Las funciones ejecutivas medidas fueron: fluidez verbal (fonológica y semántica), atención selectiva, flexibilidad cognitiva, planificación e inhibición; para lo cual, se empleó la Evaluación Neuropsicológica de las funciones ejecutivas en niños (ENFEN) y el rendimiento académico se evaluó a partir del promedio académico acumulativo en el año. Resultados. De acuerdo con el análisis de correlación de Spearman, los resultados arrojados señalan que existe una relación estadísticamente significativa entre rendimiento académico y los componentes de las funciones ejecutivas: fluidez fonológica (p=.01) y flexibilidad cognitiva (p=.01). Por otro lado, la regresión logística arrojó que la fluidez semántica y la inhibición son factores predictivos para el rendimiento académico en un 76.4%. Discusión y conclusiones. Se sugiere que las funciones ejecutivas se asocian y a su vez predicen el rendimiento académico en estudiantes de básica primaria, en especial si este es bajo.Porto, María F.-will be generated-orcid-0000-0002-3927-5808-600Puerta-Morales, LauraGelves Ospina, Melissa-will be generated-orcid-0000-0002-1951-1471-600Urrego Betancourt, Yaneth-will be generated-orcid-0000-0001-7636-620X-600application/pdfengCorporación Universidad de la CostaCC0 1.0 Universalhttp://creativecommons.org/publicdomain/zero/1.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Electronic Journal of Research in Educational Psychologyhttps://www.researchgate.net/publication/355652689_Executive_Functions_and_Performance_Academic_in_Primary_Education_from_the_Colombian_CoastExecutive functionsVerbal fluencyInhibitionAcademic achievementElementary schoolFunciones ejecutivasFluidez verbalInhibiciónRendimiento académicoBásica primariaExecutive functions and performance academic in primary education from the colombian coastArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/acceptedVersionAlgozzine, B. y Algozzine, K.M. (2009). Facilitating academic achievement through school wide positive behavior support. In W. Sailor, G. Dunlap, G. Sugai y R. H. Horner (Eds.), Handbook of positive behavior support (pp. 521– 550). New York: Springer.Anderson, V., Jacobs, R., y Anderson, P. (2008). Executive function and frontal lobes: A lifespan perspective. New York: Francis y Taylor Group.Anderson, P. J. (2008). Towards a developmental model of executive function. En V. Anderson, R. Jacobs y P. J. Anderson (Eds.), Executive functions and the frontal /lobes: A lifespan perspective (pp. 3-22). Nueva York: Psychology PressArán-Filippetti, V. (2011). Fluidez verbal según tipo de tarea, intervalo de tiempo y estrato socioeconómico, en niños escolarizados. Anales de psicología, 27(3), 816-826.Aydmune, Y., Zamara, E., Introzzi, E., Richard´s, M. (2016). Relaciones entre la inhibición comportamental, inhibición perceptual y el test stroop, en niños en edad escolar. Anuario de proyectos e informes de Becarios de investigación, 13, 1382-1392.Cohen, J. A. C. O. B. (1986). Statistical approaches to suicidal risk factor analysis. Annals of the New York Academy of Sciences, 487, 34-41.De Lima, R., Salgado, C., y Ciasca, S., (2011). Attentional Performance and Executive Functions in Children with Learning Difficulties. Psicologia: Reflexão e Crítica, 24(4), 685-691.Deer, L. K., Hastings, P. D., y Hostinar, C. E. (2020). The role of childhood executive function in explaining income disparities in long‐term academic achievement. Child development, 91(5), e1046-e1063. https://doi.org/10.1111/cdev.13383Del Valle, M, y Urquijo, S. (2015). Relaciones de las estrategias de codificación mnésica y la capacidad de aprendizaje con el desempeño académico de estudiantes universitarios. Psicología Educativa, 21, 27-37.Erazo, O. (2012). El rendimiento académico, un fenómeno de múltiples relaciones y complejidades. Revista vanguardia psicológica clínica teórica y práctica, 2(2), 144-173.Fernández-Castillo, A., & Rojas, M. E. G. (2009). Atención selectiva, ansiedad, sintomatología depresiva y rendimiento académico en adolescentes. Electronic journal of research in educational psychology, 7(1), 49-76.García, T., González-Castro, P., Rodríguez, C., Cueli, M., Álvarez, D., y Álvarez, L. (2014). Alteraciones del funcionamiento ejecutivo en el trastorno por déficit de atención con hiperactividad y sus subtipos. Psicología Educativa, 20, 23-32.Garner, K. (2009). Conceptualizing the Relations between Executive Functions and Self-Regulated Learning. The Journal of Psychology, 143(4), 405–426.Gutiérrez-Martínez, F., y Ramos, M. (2014). La memoria operativa como capacidad predictora del rendimiento escolar. Estudio de adaptación de una medida de memoria operativa para niños y adolescentes. Psicología Educativa, 20, 1-10.Grenell, A., y Carlson, S. M. (2021). Individual differences in executive function and learning: The role of knowledge type and conflict with prior knowledge. Journal of experimental child psychology, 206, 105079. https://doi.org/10.1016/j.jecp.2020.105079Instituto de estadística de la UNESCO (UIS). (2012). Compendio mundial de la educación: Oportunidades perdidas; El impacto de la repetición y de la salida prematura de la escuela.Kishiyama, M., Boyce, T., Jimenez, A., Perry, L., y Knight, R. (2014). Socioeconomic Disparities Affect Prefrontal Function in Children. Journal of Cognitive Neuroscience. 21(6), 1106–1115.Lan, X., Legare, C., Cameron., Li, S., Morrison, P. (2011). Investigating the links between the subcomponents of executive function and academic achievement: A cross-cultural analysis of Chinese and American preschoolers. Journal of Experimental Child Psychology, 108, 677– 692. doi:10.1016/j.jecp.2010.11.001Lassen, S. R., Steele, M. M. y Sailor, W. (2006). 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Executive functions and performance academic in primary education from the colombian coast

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