000099685 001__ 99685
000099685 005__ 20250130163245.0
000099685 0247_ $$2doi$$a10.3390/ijerph18041816
000099685 0248_ $$2sideral$$a123186
000099685 037__ $$aART-2021-123186
000099685 041__ $$aeng
000099685 100__ $$0(orcid)0000-0001-8471-9415$$aEscolano-Pérez, E.$$uUniversidad de Zaragoza
000099685 245__ $$aAcademic achievement in spanish secondary school students: The inter-related role of executive functions, physical activity and gender
000099685 260__ $$c2021
000099685 5060_ $$aAccess copy available to the general public$$fUnrestricted
000099685 5203_ $$aThere is a growing interest in determining which variables contribute to students’ academic performance, since this performance is associated with their wellbeing and with the progress of the nation. This study analyzed whether different variables (executive functions and physical activity levels, gender and academic year) of 177 Spanish Compulsory Secondary School students contributed to their academic performance. The Behavior Rating Inventory of Executive Function 2 (BRIEF-2), Physical Activity Questionnaire for Adolescents (PAQ-A) and an ad hoc questionnaire were used to determine the students’ executive functioning, physical activity level, gender and academic year, respectively. Students’ grades were considered to be indicators of their academic achievement. Seven multiple linear regression models were constructed using the R computing language to examine the association between academic achievement (considered in each of the 5 subjects: Language, Mathematics, Geography and History, English and Physical Education; the mean of the instrumental subjects—Language and Mathematics—and the mean of all the subjects) and the independent variables. The results indicated that executive functions, physical activity and gender contributed to academic performance, but academic year did not. This suggests that students with good executive functions, who perform physical activity and are female, would have better academic achievement. This information should be considered when designing interventions to improve student academic achievement.
000099685 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S49-20R$$9info:eu-repo/grantAgreement/ES/MCIU-AEI-FEDER/PGC2018-098742-B-C31
000099685 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000099685 590__ $$a4.614$$b2021
000099685 592__ $$a0.814$$b2021
000099685 594__ $$a4.5$$b2021
000099685 591__ $$aPUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH$$b45 / 182 = 0.247$$c2021$$dQ1$$eT1
000099685 593__ $$aPollution$$c2021$$dQ1
000099685 591__ $$aPUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH$$b71 / 210 = 0.338$$c2021$$dQ2$$eT2
000099685 593__ $$aHealth, Toxicology and Mutagenesis$$c2021$$dQ1
000099685 591__ $$aENVIRONMENTAL SCIENCES$$b100 / 279 = 0.358$$c2021$$dQ2$$eT2
000099685 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000099685 700__ $$0(orcid)0000-0003-3762-9374$$aBestué, M.$$uUniversidad de Zaragoza
000099685 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc.
000099685 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000099685 773__ $$g18, 4 (2021), 1816 [25 pp]$$pInt. j. environ. res. public health$$tInternational journal of environmental research and public health$$x1661-7827
000099685 8564_ $$s397343$$uhttps://zaguan.unizar.es/record/99685/files/texto_completo.pdf$$yVersión publicada
000099685 8564_ $$s2688853$$uhttps://zaguan.unizar.es/record/99685/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000099685 909CO $$ooai:zaguan.unizar.es:99685$$particulos$$pdriver
000099685 951__ $$a2025-01-30-16:31:11
000099685 980__ $$aARTICLE