El Funciones ejecutivas y autoestima en el desempeño académico: un análisis mediacional

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 e...

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Autores:
Quílez-Robres, Alberto
Moyano, Nieves
Cortés-Pascual, Alejandra
Tipo de recurso:
Article of journal
Fecha de publicación:
2021
Institución:
Universidad de San Buenaventura
Repositorio:
Repositorio USB
Idioma:
spa
OAI Identifier:
oai:bibliotecadigital.usb.edu.co:10819/25863
Acceso en línea:
https://hdl.handle.net/10819/25863
https://doi.org/10.21500/20112084.5198
Palabra clave:
Rendimiento académico
razonamiento
fluidez verbal
funciones ejecutivas
autoestima
motivación
Academic Performance
Reasoning
Verbal Fluency
Executive Functions
Self-Esteem
Motivation
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openAccess
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http://purl.org/coar/access_right/c_abf2
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dc.title.spa.fl_str_mv El Funciones ejecutivas y autoestima en el desempeño académico: un análisis mediacional
dc.title.translated.spa.fl_str_mv El Funciones ejecutivas y autoestima en el desempeño académico: un análisis mediacional
title El Funciones ejecutivas y autoestima en el desempeño académico: un análisis mediacional
spellingShingle El Funciones ejecutivas y autoestima en el desempeño académico: un análisis mediacional
Rendimiento académico
razonamiento
fluidez verbal
funciones ejecutivas
autoestima
motivación
Academic Performance
Reasoning
Verbal Fluency
Executive Functions
Self-Esteem
Motivation
title_short El Funciones ejecutivas y autoestima en el desempeño académico: un análisis mediacional
title_full El Funciones ejecutivas y autoestima en el desempeño académico: un análisis mediacional
title_fullStr El Funciones ejecutivas y autoestima en el desempeño académico: un análisis mediacional
title_full_unstemmed El Funciones ejecutivas y autoestima en el desempeño académico: un análisis mediacional
title_sort El Funciones ejecutivas y autoestima en el desempeño académico: un análisis mediacional
dc.creator.fl_str_mv Quílez-Robres, Alberto
Moyano, Nieves
Cortés-Pascual, Alejandra
dc.contributor.author.eng.fl_str_mv Quílez-Robres, Alberto
Moyano, Nieves
Cortés-Pascual, Alejandra
dc.subject.spa.fl_str_mv Rendimiento académico
razonamiento
fluidez verbal
funciones ejecutivas
autoestima
motivación
topic Rendimiento académico
razonamiento
fluidez verbal
funciones ejecutivas
autoestima
motivación
Academic Performance
Reasoning
Verbal Fluency
Executive Functions
Self-Esteem
Motivation
dc.subject.eng.fl_str_mv Academic Performance
Reasoning
Verbal Fluency
Executive Functions
Self-Esteem
Motivation
description 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.
publishDate 2021
dc.date.accessioned.none.fl_str_mv 2021-10-27T20:47:37Z
2025-07-31T16:12:25Z
dc.date.available.none.fl_str_mv 2021-10-27T20:47:37Z
2025-07-31T16:12:25Z
dc.date.issued.none.fl_str_mv 2021-10-27
dc.type.spa.fl_str_mv Artículo de revista
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dc.identifier.eissn.none.fl_str_mv 2011-7922
dc.identifier.issn.none.fl_str_mv 2011-2084
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2011-7922
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https://doi.org/10.21500/20112084.5198
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dc.relation.citationedition.eng.fl_str_mv Núm. 2 , Año 2021 : Vol. 14 Núm. 2 (2021)
dc.relation.citationendpage.none.fl_str_mv 60
dc.relation.citationissue.eng.fl_str_mv 2
dc.relation.citationstartpage.none.fl_str_mv 52
dc.relation.citationvolume.eng.fl_str_mv 14
dc.relation.ispartofjournal.eng.fl_str_mv International Journal of Psychological Research
dc.relation.references.spa.fl_str_mv Aadland, K. N., Ommundsen, Y., Aadland, E., Bronnick, K. S., Lervag, A., Resaland, G. K., & Moe, V. F. (2017). Executive functions do not mediate prospective relations between indices of physical activity and academic performance: the Active Smarter Kids (ASK) study. Frontiers in Psychology, 8, Article 1088. https://doi.org/10.3389/fpsyg.2017.01088.
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.
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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.
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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.
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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.
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spelling Quílez-Robres, AlbertoMoyano, NievesCortés-Pascual, Alejandra2021-10-27T20:47:37Z2025-07-31T16:12:25Z2021-10-27T20:47:37Z2025-07-31T16:12:25Z2021-10-27Objetivo: 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.Objective: Once the paradigm of intelligence as the only predictor of academic performance has been overcome, the influence of other variables, such as reasoning, verbal fluency, 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. Different instruments were administered: RAVEN, Effective Reading, Brief II, MAPE II, and Coopersmith Scale, respectively. Results: The results indicate that the predictive model formed by reasoning, verbal fluency, 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.application/pdf10.21500/20112084.51982011-79222011-2084https://hdl.handle.net/10819/25863https://doi.org/10.21500/20112084.5198spaUniversidad San Buenaventura - USB (Colombia)https://revistas.usb.edu.co/index.php/IJPR/article/download/5198/4376Núm. 2 , Año 2021 : Vol. 14 Núm. 2 (2021)6025214International Journal of Psychological ResearchAadland, K. N., Ommundsen, Y., Aadland, E., Bronnick, K. S., Lervag, A., Resaland, G. K., & Moe, V. F. (2017). Executive functions do not mediate prospective relations between indices of physical activity and academic performance: the Active Smarter Kids (ASK) study. Frontiers in Psychology, 8, Article 1088. https://doi.org/10.3389/fpsyg.2017.01088.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. 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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.info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.http://creativecommons.org/licenses/by-nc-nd/4.0https://revistas.usb.edu.co/index.php/IJPR/article/view/5198Rendimiento académicorazonamientofluidez verbalfunciones ejecutivasautoestimamotivaciónAcademic PerformanceReasoningVerbal FluencyExecutive FunctionsSelf-EsteemMotivationEl Funciones ejecutivas y autoestima en el desempeño académico: un análisis mediacionalEl Funciones ejecutivas y autoestima en el desempeño académico: un análisis mediacionalArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85Textinfo:eu-repo/semantics/articleJournal articleinfo:eu-repo/semantics/publishedVersionPublicationOREORE.xmltext/xml2649https://bibliotecadigital.usb.edu.co/bitstreams/d6f1912f-0074-4033-aa38-035ba8cfdd56/downloadbe2d410fbe33d219b902073bb73cb3e9MD5110819/25863oai:bibliotecadigital.usb.edu.co:10819/258632025-07-31 11:12:25.553http://creativecommons.org/licenses/by-nc-nd/4.0https://bibliotecadigital.usb.edu.coRepositorio Institucional Universidad de San Buenaventura Colombiabdigital@metabiblioteca.com

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