Executive Functions in the Prediction of Academic Performance in Elementary Education*

• Autor(a) principal: Dias, Natália Martins
• Data de Publicação: 2022
• Outros Autores: Prust Pereira, Ana Paula, Seabra, Alessandra Gotuzo
• Tipo de documento: Artigo
• Idioma: eng; por
• Título da fonte: Psicologia (Universidade de Brasília. Online)
• DOI: 10.1590/0102.3772e382114
• Texto Completo: https://periodicos.unb.br/index.php/revistaptp/article/view/27139
• topic: regulação; avaliação infantil; cognição; educação; aprendizagem; regulation; child evaluation; cognition; education; learning

The study investigated predictive models of reading and arithmetic based on performance and functional measures of executive functions (EF’s). Ninety-four children (mean age = 6.14y) were evaluated through EF performance tests. Parents and teachers responded to a functional measure of EF. Two years later, children’s reading and arithmetic were evaluated. There were low correlations between EF and later academic performance. For the reading model, inhibition was a relevant variable, with no gain in the prediction with the joint consideration of different EF measures. For arithmetic, attention and delay aversion presented a relevant contribution. When functional measure was considered, the model’s prediction increased. The study indicated skills of interest in identifying children at risk of poor academic performance.