Relationship Between Cognitive Processes and Academic Performance in High School Students / Relación entre los procesos cognitivos y el rendimiento académico en estudiantes de educación básica secundaria
Psychol. av. discip
;
9(2): 85-100, July-Dec. 2015. ilus, tab
Article
in English
| LILACS
| ID: lil-779602
ABSTRACT
The purpose of this investigation was to determine the relationship between the cognitive processes and the academic performance by a non-experimental correlational study with a cross-sectional design. Participants were 60 students between 14 and 17 years old, who were randomly selected from high school tenth grade without a history of personality disorder or intellectual disability. Academic performance was evaluated from the school average reported by educational documents. Cognitive processes measured were focused and sustained attention, cognitive flexibility and inhibitory control, delayed visual memory, auditory verbal learning and delayed auditory verbal memory, visualconstructive praxis, naming function of language and verbal fluency. A neuropsychological battery was used for that purpose. According to the Rho Spearman, the results indicated that there is a statistically significant relationship between the two following cognitive processes and academic performance sustained attention (p=0.01) and the naming function of language (p=0.05).
RESUMEN
El propósito de la presente investigación fue determinar la relación entre los procesos cognitivos y el rendimiento académico mediante un estudio no experimental correlacional con diseño transeccional. Participaron 60 estudiantes entre 14 y 17 años de edad, los cuales fueron seleccionados al azar de grado décimo de básica secundaria sin antecedentes personales de trastorno de personalidad o discapacidad intelectual. El rendimiento académico se evaluó a partir del promedio escolar reportado por informes educativos. Los procesos cognitivos medidos fueron atención focalizada y sostenida, flexibilidad cognitiva y control inhibitorio, memoria visual inmediata, aprendizaje auditivo verbal y memoria auditiva verbal inmediata, praxis visuoconstructiva, función nominativa del lenguaje y fluidez verbal; para lo cual, se empleó una batería de instrumentos neuropsicológicos. De acuerdo con R de Spearman, los resultados arrojados señalan que existe una relación estadísticamente significativa entre los dos siguientes procesos cognitivos y el rendimiento académico la atención sostenida (p=0.01) y la función nominativa del lenguaje (p=0.05).
Full text:
Available
Index:
LILACS (Americas)
Main subject:
Personality Disorders
/
Attention
/
Verbal Learning
/
Cognition
/
Education, Primary and Secondary
/
Academic Performance
/
Learning
/
Memory
/
Intellectual Disability
/
Neuropsychological Tests
Language:
English
Journal:
Psychol. av. discip
Journal subject:
Psychology
Year:
2015
Type:
Article
Affiliation country:
Colombia
Institution/Affiliation country:
Universidad de la Costa/CO
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