Publicación Oficial de la Sociedad Ecuatoriana de Neurología, de la Liga Ecuatoriana Contra la Epilepsia y de la Sociedad Iberoamericana de Enfermedad Cerebrovascular

academic performance

 

Estrés Cotidiano, Funciones Ejecutivas y Rendimiento Académico en Escolares de Primaria. Daily Stress, Executive Functions, and Academic Performance in Elementary School Students.

The presence of stress has been linked to executive functions and academic performance; thus, the present research explored its relationship among primary students. The quantitative study included 62 participants between 8-12 years old, divided into late childhood and preadolescents groups.

A School Daily Stress scale was applied, with a report of academic averages and a battery of neuropsychological tests to measure executive functions and global cognitive capacity (CIT). The tests were the Trail making test, the colour and word Stroop test, and the Wechsler Intelligence Scale for Children. The main results showed a significant and negative correlation between daily stress, cognitive flexibility, working memory and inhibitory control (p<.05).

Regression analysis showed that both the CIT and the perception of daily stress predict academic performance (R2= .35). It is concluded that daily stress is relevant for the development of executive functions in primary school children and can have a negative impact on both academic performance and school trajectories.

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Palabras clave: escolares, estrés cotidiano, Funciones Ejecutivas, rendimiento académico,

Keywords: academic performance, daily stress, Executive functions, school children,

Experiencia de aprendizaje autorregulado y su efecto en el rendimiento académico de universitarios de primer año. Self-regulated learning experience and its effect on the academic performance of first-year university students.

One of the relevant and predictive variables in explaining the academic performance of university students is self-regulation learning. This is why it becomes one of the necessary areas to develop and promote, especially in the first years of university life.

The aim of this study was to analyze the effect of learning experience on self-regulation of learning, self-efficacy for study regulation, willingness to study and academic performance in first-year university students.

The method has a quantitative approach with cross-sectional data in a sample composed of 115 university students of a career in the area of Engineering. Data processing was performed using the Partial Least Squares method.

The results show that learning experiences have a positive effect on the variables under study and specifically on academic performance.

This implies that the student’s experiences in the learning process, where teaching practices to promote self-regulation learning are especially relevant, have a direct effect on their academic performance

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Palabras clave: autorregulación del aprendizaje, estudiantes universitarios, experiencia de aprendizaje, prácticas docentes, rendimiento académico,

Keywords: academic performance, learning experience, self-regulated learning, teaching practices, university students,

Percepción de Los Padres de Niños Con Déficit Ejecutivos Que Presentan Dificultades en el Aprendizaje de Matemáticas. Parental Perception In Children With Executive Deficits Who Have Learning Difficulties In Mathemathics

The main objective of this research is to describe the executive deficits of children with learning difficulties in ​​mathematics and their relationship with parental perceptions. A sample of 30 children with difficulties in ​​mathematics at ages between 9 and 12 years was studied, they underwent Tower of London test, and to the parents the Children’s Inventory of Executive Functions (CHEXI) was studied. According to the applied tests, the results showed difficulties in working memory, planning, regulation and inhibition. The results showed no correlation between the executive deficits evidenced in children and the perception of parents. However, there is a positive relationship between the perception of parents in the area of ​​working memory and poor academic performance. The results are discussed by the complexity of the evaluated construct and the multiple variables involved at the time of its clinical assessment.

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Palabras clave: déficit ejecutivo, neuropsicología, percepción de los padres, rendimiento académico,

Keywords: academic performance, executive disorders, neuropsychology, parental perception,

Relación del Estado Nutricional con el Desarrollo Cognitivo y Psicomotor de los Niños en la Primera Infancia. Relationship Between Nutritional Status And Cognitive And Psychomotor Development Of Children In Early Childhood.

Gestation, the first years of life and nutritional status are important role in physical, psychosocial, emotional and cognitive development in childhood and adolescence. Different investigations have found a relationship between nutritional status with better cognitive performance, although conversely, malnutrition in these stages can cause imbalances between nutritional needs that could lead to obesity or malnutrition and influence cognitive development. The aim of this article was to review the relationship between nutritional status and cognitive and psychomotor development of children in early childhood. The method was systematic review in the databases ProQuest, Redalyc, Science Direct and Scopus in the years 2013-2018. This article concludes that both the intellectual capacity and the development of fine and gross motor skills depend on the nutritional status of infants and therefore a relationship between nutrition and psychomotor and cognitive development is suggested.

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Palabras clave: coeficiente intelectual, desarrollo cognitivo, Desarrollo psicomotor, estado nutricional, Malnutrición, rendimiento académico,

Keywords: academic performance, cognitive development, IQ, Malnutrition, nutritional status, Psychomotor development,

Las Funciones Ejecutivas del Lóbulo Frontal y su Asociación con el Desempeño Académico de Estudiantes de Nivel Superior. The Executive Functions Of The Frontal Lobe And Its Association With The Academic Performance Of Students In Higher Education.

Introduction. Executive functions (EF) are a set of mental skills that allow to regulate the behavior, metacognition and emotions; executing a conscious control of the own thought. The development is progressive along the vital cycle of the human being, therefore, they meet involved in the social, emotional and academic development of the persons. There exist studies that affirm that the academic performance meets influenced by the level of development of the EF (inhibitory control, working memory, cognitive flexibility, monitoring and self-regulation) which relation has been progressively studied in diverse ages ranges and educational levels. Method. This article, has the aim to define and explain principal EF that they influence in the academic performance in university students. For it, there was realized a method of systematic review that allows to compile the investigations that affirm the above mentioned relation. Results and Conclusions. The scopes of the studies affirm that the principal EF involved in the academic performance of the university students is the working memory and in minor measure, the skills of planning, inhibitory control and cognitive flexibility. Finally, there are discussed the limitations and projections that this study allows to approach; considering the EF to be a key factor for the academic university success and the implementation of instances of pedagogic supports that should favor the professional development of the students. 

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Palabras clave: Funciones Ejecutivas, Memoria de Trabajo, rendimiento académico, universitarios,

Keywords: academic performance, Executive functions, university students, working memory,
 
 
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