Relationship between cognitive processes and academic performance in high school students

The purpose of this investigation was to determine the relationship between the cognitive processes and the academic performance by a non-experimental correlational study with a cross-sectional design. Participants were 60 students between 14 and 17 years old, who were randomly selected from high school tenth grade without a history of personality disorder or intellectual disability. Academic performance was evaluated from the school average reported by educational documents. Cognitive processes measured were: focused and sustained attention, cognitive flexibility and inhibitory control, delayed visual memory, auditory verbal learning and delayed auditory verbal memory, visualconstructive praxis, naming function of language and verbal fluency. A neuropsychological battery was used for that purpose. According to the Rho Spearman, the results indicated that there is a statistically significant relationship between the two following cognitive processes and academic performance: sustained attention (p=0.01) and the naming function of language (p=0.05).

• Autores: Puerta, Laura
• Tipo de recurso: Article of journal
• Fecha de publicación: 2015
• Institución: Universidad de San Buenaventura
• Repositorio: Repositorio USB
• Idioma: eng
• OAI Identifier: oai:bibliotecadigital.usb.edu.co:10819/29200
• Acceso en línea: https://hdl.handle.net/10819/29200; https://doi.org/10.21500/19002386.1816
• Palabra clave: attention; executive functions; visual-constructive praxis; memory; language; academic performance; high school
• Rights: openAccess
• License: Psychologia: avances de la disciplina - 2015