000106262 001__ 106262
000106262 005__ 20210706112730.0
000106262 0247_ $$2doi$$a10.3390/ijerph18136681
000106262 0248_ $$2sideral$$a124459
000106262 037__ $$aART-2021-124459
000106262 041__ $$aeng
000106262 100__ $$0(orcid)0000-0001-8473-8114$$aQuílez-Robres, Alberto$$uUniversidad de Zaragoza
000106262 245__ $$aTask monitoring and working memory as executive components predictive of general and specific academic achievements in 6–9-year-old children
000106262 260__ $$c2021
000106262 5060_ $$aAccess copy available to the general public$$fUnrestricted
000106262 5203_ $$aAcademic achievement has been linked to executive functions. However, it is necessary to clarify the different predictive role that executive functions have on general and specific academic achievement and to determine the most predictive executive factor of this academic achievement. The relationship and predictive role between executive functions and their components (initiative, working memory, task monitoring, organization of materials, flexibility, emotional control, inhibition, self-monitoring) with academic achievement are analyzed in this study, both globally and specifically in the areas of Language Arts and Mathematics, in 133 students from 6 to 9 years of age. The relationship obtained in Pearson’s correlation analysis does not differ substantially between overall achievement (r = 0.392) and specific achievement (r = 0.361, r = 0.361), but task monitoring (r = 0.531, r = 0.455, r = 0.446) and working memory (r = 0.512, r = 0.475, r = 0.505) had a greater relationship with general and specific achievement. Finally, regression analyses based on correlation results indicate that executive functions predict general academic performance (14.7%) and specific performance (12.3%, 12.2%) for Language Arts and Mathematics, respectively. Furthermore, working memory and task supervision represent 32.5% of general academic performance, 25.5% of performance in Language Arts, and 27.1% of performance in Mathematics. In conclusion, this study yielded exploratory data on the possible executive functions (task supervision and working memory) responsible for good general academic achievements and specific academic achievements in Mathematics and Language Arts
000106262 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000106262 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000106262 700__ $$0(orcid)0000-0002-5416-9464$$aMoyano, Nieves
000106262 700__ $$0(orcid)0000-0002-2839-7041$$aCortés-Pascual, Alejandra$$uUniversidad de Zaragoza
000106262 7102_ $$14001$$2625$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Métod.Invest.Diag.Educac.
000106262 773__ $$g18, 13 (2021), [15 pp.]$$pInt. j. environ. res. public health$$tInternational Journal of Environmental Research and Public Health$$x1661-7827
000106262 8564_ $$s791444$$uhttps://zaguan.unizar.es/record/106262/files/texto_completo.pdf$$yVersión publicada
000106262 8564_ $$s2846066$$uhttps://zaguan.unizar.es/record/106262/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000106262 909CO $$ooai:zaguan.unizar.es:106262$$particulos$$pdriver
000106262 951__ $$a2021-07-06-09:50:00
000106262 980__ $$aARTICLE