Predictive capacity of variables associated with executive functioning in the student profile: contributions to educational neuroscience.

Abstract

INTRODUCTION. Growing interest in the study and implementation of educational interventions based on educational neuroscience justifies the development of research on executive functioning that contributes to improved learning and academic performance. METHOD. A total of 535 Primary Education students participated in this non-experimental study, whose aim was to analyze the relationships between variables associated with executive functioning and school learning. The methodology followed was quantitative, cross-sectional, descriptive and correlational. RESULTS. Results indicate, for example, that attention deficit and errors committed were predictive in support strategies, complementary strategies, attitude toward study, and self-concept; and that attention deficit, concentration and hyperactivity/impulsivity were predictive in academic achievement. DISCUSSION. Study variables were sometimes found to interfere with learning, and they shed light on the difficulties of certain students. For example, inadequate attentional and inhibitory control hindered the achievement of learning expected at this educational stage. It is therefore necessary for teachers to include learning experiences directed toward the development of executive functions, in addition to the curriculum content itself.