Artículo
Executive Functions and Academic Performance: The Moderating Role of Distress Tolerance
Andrés, María Laura
; Canet Juric, Lorena
; García Coni Bosch, Ana Virginia
; Olsen, Cintia Daniela
; Vernucci, Santiago
; Galli, Juan Ignacio
; Introzzi, Isabel Maria
; Richaud, Maria Cristina
Fecha de publicación:
06/2022
Editorial:
John Wiley & Sons Ltd
Revista:
Mind, Brain, and Education
e-ISSN:
1751-228X
Idioma:
Inglés
Tipo de recurso:
Artículo publicado
Clasificación temática:
Resumen
The aim of this study was to analyze the moderating effect of distress tolerance (DT) on the relationship between executive functions and academic performance (AP). Participants were 270 children aged 9–12 years. Executive functions (EFs)—working memory (WM), inhibition, and cognitive flexibility—and DT were evaluated using computerized tasks. Direct measures of reading comprehension and mathematical calculation, as well as school grades, were used to assess AP. Results showed that verbal WM and cognitive flexibility were positively associated with reading indicators, but to a greater extent among children with medium and low DT. A positive association was found between visuospatial WM, and a mathematical indicator, to a greater extent among children with medium and low DT. The EFs did not show explanatory capacity for AP in children with high DT. These results suggest that DT could function as a “compensatory” resource.
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Articulos(IPSIBAT)
Articulos de INSTITUTO DE PSICOLOGIA BASICA, APLICADA Y TECNOLOGIA
Articulos de INSTITUTO DE PSICOLOGIA BASICA, APLICADA Y TECNOLOGIA
Citación
Andrés, María Laura; Canet Juric, Lorena; García Coni Bosch, Ana Virginia; Olsen, Cintia Daniela; Vernucci, Santiago; et al.; Executive Functions and Academic Performance: The Moderating Role of Distress Tolerance; John Wiley & Sons Ltd; Mind, Brain, and Education; 16; 3; 6-2022; 197-208
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