Predictores de las habilidades académicas en niños de 9 añoscociente intelectual, funciones ejecutivas e inteligencia emocional

Références bibliographiques

• Abdullah, M. C., Elias, H., Mahyuddin, R. y Uli, J. (2004). Emotional Intelligence and Academic Achievement among Malaysian Secondary Students. Pakistan Journal of Psychological Research, 19(3–4), 105–121.
• Akessa, G. M. (2015). Factors that Influences Students Academic Performance : A Case of Rift Valley University , Jimma , Ethiopia. Journal of Education and Practice, 6(22), 55–64.
• Almeida, L. S., Guisande, M. A., Primi, R. y Lemos, G. (2008). Contribuciones del factor general y de los factores específicos en la relación entre inteligencia y rendimiento escolar. European Journal of Education and Psychology, 1(3), 5. https://doi.org/10.30552/ejep.v1i3.13
• Alves, A. F., Gomes, C. M. A., Martins, A. y Almeida, L. da S. (2017). Cognitive performance and academic achievement: How do family and school converge? European Journal of Education and Psychology, 10(2), 49–56. https://doi.org/10.1016/j.ejeps.2017.07.001
• Bar-On, R. y Parker, J. D. A. (2018). BarOn. Inventario de Inteligencia Emocional de BarOn: versión para jóvenes (7-18 años). TEA Ediciones.
• Benson, N. F., Kranzler, J. H. y Floyd, R. G. (2016). Examining the integrity of measurement of cognitive abilities in the prediction of achievement: Comparisons and contrasts across variables from higher-order and bifactor models. Journal of School Psychology, 58(October), 1–19. https://doi.org/10.1016/j.jsp.2016.06.001
• Blair, C. y Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647–663. https://doi.org/10.1111/j.1467-8624.2007.01019.x
• Blázquez Garcés, J., Fernández Andrés, M., Sanz Cervera, P., Tijeras Iborra, A., Vélez Calvo, X. y Pastor Cerezuela, G. (2015). Comprensión lectora y oral: relaciones con CI, género y rendimiento académico de estudiantes de Educación Primaria. International Journal of Developmental and Educational Psychology, 1(1), 307–313. http://dx.doi.org/10.17060/ijodaep.2015.n1.v1.39
• Bull, R., Espy, K. A. y Wiebe, S. A. (2008). Short-term memory, working memory, and executive functioning in preschoolers. Developmental Neuropsychology, 33(3), 205–228. https://doi.org/10.1080/87565640801982312.Short-Term
• Bull, R., Espy, K. A., Wiebe, S. A., Sheffield, T. D. y Nelson, J. M. (2011). Using confirmatory factor analysis to understand executive control in preschool children: sources of variation in emergent mathematic achievement. Developmental Science, 14(4), 679–692. https://doi.org/10.1111/j.1467-7687.2010.01012.x.Using
• Cárdenas, M. y Arancibia, H. (2014). Potencia Estadística Y Cálculo Del Tamaño Del Efecto En G * Power : Complementos a Las Pruebas De Significación Estadística Y Su Aplicación En Psicología Statistical Power and Effect Size Calculating in G * Power : Complementary Analysis of Statistical Si. Salud y Sociedad, 5(2), 210–224. https://doi.org /10.22199/S07187475.2014.0002.00006
• Clark, C. A. C., Pritchard, V. E. y Woodward, L. J. (2010). Preschool Executive Functioning Abilities Predict Early Mathematics Achievement. 46(5), 1176–1191. https://doi.org/10.1037/a0019672
• Cortés Pascual, A., Moyano Muñoz, N. y Quílez Robres, A. (2019). The Relationship Between Executive Functions and Academic Performance in Primary Education: Review and Meta-Analysis. Frontiers in Psychology, 10(1582). https://doi.org/10.3389/fpsyg.2019.01582
• Costa, A. y Faria, L. (2015). The impact of emotional intelligence on academic achievement: A longitudinal study in Portuguese secondary school. Learning and Individual Differences, 37, 38–47. https://doi.org/10.1016/j.lindif.2014.11.011
• Cubelos, J. M. (2014). Relación entre funciones ejecutivas, conciencia fonológica y lectura inicial, en el alumnado del 1o curso de Educación Primaria. Revista de Educación y Futuro Digital, 10, 65–80.
• Daucourt, M. C., Schatschneider, C., Connor, C. M., Otaiba, S. Al, y Hart, S. A. (2018). Inhibition , Updating Working Memory and Shifting Predict Reading Disability Symptoms in a Hybrid Model: Project KIDS. Frontiers in Psychology, 9(238), 1–16. https://doi.org/10.3389/fpsyg.2018.00238
• Deary, I. J., Strand, S., Smith, P. y Fernandes, C. (2007). Intelligence and educational achievement. Intelligence, 35(1), 13–21. https://doi.org/10.1016/j.intell.2006.02.001
• Dekker, M. C., Ziermans, T. B., Spruijt, A. M. y Swaab, H. (2017). Cognitive, Parent and Teacher Rating Measures of Executive Functioning: Shared and Unique Influences on School Achievement. Frontiers in Psychology, 8(48), 1–13. https://doi.org/10.3389/fpsyg.2017.00048
• Dev, M. (2016). Factors Affecting the Academic Achievement: A Study of Elementary School Students of NCR Delhi, India. Journal of Education and Practice, 7(4), 70–74.
• Dilworth-Bart, J. E. (2012). Does executive function mediate SES and home quality associations with academic readiness? Early Childhood Research Quarterly, 27(3), 416–425. https://doi.org/10.1016/j.ecresq.2012.02.002
• Ferrando, M., Prieto, M. D., Almeida, L. S., Ferrándiz, C., Bermejo, R., López-Pina, J. A., Hernández, D., Sáinz, M. y Fernández, M. C. (2011). Trait Emotional Intelligence and Academic Performance: Controlling for the Effects of IQ, Personality, and Self-Concept. Journal of Psychoeducational Assessment, 29(2), 150–159. https://doi.org/10.1177/0734282910374707
• Fitzpatrick, C., Mckinnon, R. D., Blair, C. B. y Willoughby, M. T. (2014). Do preschool executive function skills explain the school readiness gap between advantaged and disadvantaged children? Learning and Instruction, 30, 25–31. https://doi.org/10.1016/j.learninstruc.2013.11.003
• Fitzpatrick, C. y Pagani, L. S. (2012). Intelligence Toddler working memory skills predict kindergarten school readiness. Intelligence, 40(2), 205–212. https://doi.org/10.1016/j.intell.2011.11.007
• Geary, D. C. (2010). Mathematical Disabilities: Reflections on Cognitive, Neuropsychological, and Genetic Components. Learning and Individual Differences, 20(2), 1–7. https://doi.org/doi:10.1016/j.lindif.2009.10.008.
• Geary, D. C., Hoard, M. K., Byrd-craven, J., Nugent, L. y Numtee, C. (2015). Cognitive Mechanisms Underlying Achievement Deficits in Children With Mathematical Learning Disability. Child Development, 78(4), 1343–1359. https://doi.org/10.1111/j.1467-8624.2007.01069.x.Cognitive
• Gil-Olarte Márquez, P., Palomera Martín, R. y Brackett, M. A. (2006). Relating emotional intelligence to social competence and academic achievement in high school students. Psicothema, 18, 118–123.
• Guasch, R. F., Gavaldà, J. M. S. y Vallès, M. P. (2014). Executive Function Assessment in Children with ASD through ENFEN: Guidance for Teachers. Procedia - Social and Behavioral Sciences, 114, 730–734. https://doi.org/10.1016/j.sbspro.2013.12.776
• Gullick, M. M., Sprute, L. A. y Temple, E. (2011). Individual differences in working memory, nonverbal IQ, and mathematics achievement and brain mechanisms associated with symbolic and nonsymbolic number processing. Learning and Individual Differences, 21(6), 644–654. https://doi.org/10.1016/j.lindif.2010.10.003
• Jacob, R. y Parkinson, J. (2015). The Potential for School-Based Interventions That Target Executive Function to Improve Academic Achievement. Review of Educational Research, 85(4), 512–552. https://doi.org/10.3102/0034654314561338
• Kaufman, A. y Kaufman, N. (2011). Test breve de inteligencia de Kaufman. Pearson Educación S.A.
• Kaufman, S. B., Reynolds, M. R., Liu, X., Kaufman, A. S. y McGrew, K. S. (2012). Are cognitive g and academic achievement g one and the same g? An exploration on the Woodcock-Johnson and Kaufman tests. Intelligence, 40(2), 123–138. https://doi.org/10.1016/j.intell.2012.01.009
• Kolkman, M. E., Hoijtink, H. J. A., Kroesbergen, E. H. y Leseman, P. P. M. (2013). The role of executive functions in numerical magnitude skills. Learning and Individual Differences, 24, 145–151. https://doi.org/10.1016/j.lindif.2013.01.004
• Laidra, K., Pullmann, H. y Allik, J. (2007). Personality and intelligence as predictors of academic achievement: A cross-sectional study from elementary to secondary school. Personality and Individual Differences, 42(3), 441–451. https://doi.org/10.1016/j.paid.2006.08.001
• Lee, J. y Shute, V. J. (2010). Personal and social-contextual factors in K-12 academic performance: An integrative perspective on student learning. Educational Psychologist, 45(3), 185–202. https://doi.org/10.1080/00461520.2010.493471
• Lee, K. y Bull, R. (2016). Developmental changes in working memory, updating, and math achievement. Journal of Educational Psychology, 108(6), 869–882. https://doi.org /10.1037/edu0000090
• López Fernández, M. L., Barrio Castellanos, R., Portellano Pérez, J. A. y Martínez Arias, R. (2013). Estudio de las funciones ejecutivas en diabetes tipo 1 mediante el test de evaluación neuropsicológica de las funciones ejecutivas en niños (ENFEN). Anales de Pediatria, 78(2), 88–93. https://doi.org/10.1016/j.anpedi.2012.05.005
• López Ríos, F. (2000). Dos procedimiento de intervención en errores crónicos de lectura y escritura. Análisis y Modificación de Conducta, 26(108), 585–602.
• Luo, D., Thompson, L. A. y Detterman, D. K. (2003). The causal factor underlying the correlation between psychometric g and scholastic performance. Intelligence, 31(1), 67–83. https://doi.org/ 10.1016/S0160-2896(02)00113-7
• Lynn, R. y Meisenberg, G. (2010). National IQs calculated and validated for 108 nations. Intelligence, 38(4), 353–360. https://doi.org/10.1016/j.intell.2010.04.007
• MacCann, C., Jiang, Y., Brown, L. E. R., Double, K. S., Bucich, M. y Minbashian, A. (2019). Emotional Intelligence Predicts Academic Performance: A Meta-Analysis. Psychological Bulletin, 146(2), 150. https://doi.org/10.1037/bul0000219
• Mayer, J. D., Salovey, P. y Caruso, D. R. (2008). Emotional Intelligence: New Ability or Eclectic Traits? American Psychologist, 63(6), 503–517. https://doi.org/10.1037/0003-066X.63.6.503
• Mayes, S. D., Calhoun, S. L., Bixler, E. O. y Zimmerman, D. N. (2009). IQ and neuropsychological predictors of academic achievement. Learning and Individual Differences, 19(2), 238–241. https://doi.org/10.1016/j.lindif.2008.09.001
• McCabe, D. P., Mcdaniel, M. A., Hambrick, D. Z., Roediger, H. L., Mcdaniel, M. A., Balota, D. A. y Hambrick, D. Z. (2010). The Relationship between working memory capacity and executive function. Neuropsychology, 24(2), 222–243. https://doi.org/10.1037/a0017619.The
• McCoach, D. B. yu, H., Gottfried, A. W. y Gottfried, A. E. (2017). Developing talents: A longitudinal examination of intellectual ability and academic achievement. High Ability Studies, 28(1), 7–28. https://doi.org/10.1080/13598139.2017.1298996
• Mishra, P. (2012). A Study of the Effect of Emotional Intelligence on Academic Achievement of Jaipur Senior Secondary Students. International Journal of Educational Research and Technology, 3(4), 25–28.
• Mulder, H., Verhagen, J., Van der Ven, S., Slot, P. L. y Leseman, P. (2017). Early Executive Function at Age Two Predicts Emergent Mathematics and Literacy at Age Five. Frontiers in Psychology, 8(1706), 1–14. https://doi.org/10.3389/fpsyg.2017.01706
• Murillo, F. J. y Hernández-Castilla, R. (2020). Does parental involvement matter in children’s performance? A Latin American primary school study. Revista de Psicodidactica, 25(1), 13–22. https://doi.org/10.1016/j.psicod.2019.10.002
• Nayfeld, I., Fuccillo, J. y Green, D. B. (2013). Executive functions in early learning: Extending the relationship between executive functions and school readiness to science. Learning and Individual Differences, 26, 81–88. https://doi.org/10.1016/j.lindif.2013.04.011
• Nieto, S. (2008). Hacia una teoría sobre el rendimiento académico en enseñanza primaria a partir de la investigación empírica: datos preliminares. Teoría de la Educación, 20(16), 249–274.
• Oberle, E. y Schonert-reichl, K. A. (2013). Relations among peer acceptance, inhibitory control and math achievement in early adolescence. Journal of Applied Developmental Psychology, 34(1), 45–51. https://doi.org/10.1016/j.appdev.2012.09.003
• Ogundokun, M. y Adeyemo, D. (2010). Emotional Intelligence and Academic Achievement; The Moderating Influence of Age, Intrinsic and Extrinsic Motivation. The African Symposium, 10(2), 127–141.
• Parker, J. D. A., Creque, R. E., Barnhart, D. L., Harris, J. I., Majeski, S. A., Wood, L. M., Bond, B. J. y Hogan, M. J. (2004). Academic achievement in high school: Does emotional intelligence matter? Personality and Individual Differences, 37(7), 1321–1330. https://doi.org/10.1016/j.paid.2004.01.002
• Portellano, J. A., Martínez-Arias, R. y Zumárraga, L. (2011). Enfen: Evaluación Neuropsicológica de las Funciones Ejecutivas en Niños. TEA Ediciones.
• Primi, R., Ferrão, M. E. y Almeida, L. S. (2010). Fluid intelligence as a predictor of learning: A longitudinal multilevel approach applied to math. Learning and Individual Differences, 20(5), 446–451. https://doi.org/10.1016/j.lindif.2010.05.001
• Qualter, P., Gardner, K. J., Pope, D. J., Hutchinson, J. M. y Whiteley, H. E. (2012). Ability emotional intelligence, trait emotional intelligence, and academic success in British secondary schools: A 5year longitudinal study. Learning and Individual Differences, 22(1), 83–91. https://doi.org/10.1016/j.lindif.2011.11.007
• Ramírez-Benítez, Y. (2014). Preditores neuropsicológicos de las habilidades académicas. Cuadernos de Neuropsicología, 8(2), 155–170. https://doi.org/DOI: 10.7714/cnps/8.2.202
• Ramírez-Benítez, Y., Torres-Diaz, R. y Amor-Diaz, V. (2016). Contribución única de la inteligencia fluida y cristalizada en el rendimiento académico. Revista Chilena De Neuropsicologia, 11(2), 1–5. https://doi.org/10.5839/rcnp.2016.11.02.01
• Razza, R. A., Martin, A. y Brooks-gunn, J. (2011). Associations Among Family Environment, Sustained Attention, and School Readiness for Low-Income Children. Developmental Psychology, 46(6), 1528–1542. https://doi.org/doi:10.1037/a0020389
• Reviriego-Díez, E. y Bausela-Herreras, E. (2018). Funciones ejecutivas y la competencia para resolver problemas matemáticos en Educación Primaria. Cuadernos de Neuropsicología, 12(1), 42–57. https://doi.org/DOI: 10.7714/CNPS/12.1.207
• Ribner, A. D., Willoughby, M. T., Blair, C. B. y Investigators, T. F. L. P. K. (2017). Executive Function Buffers the Association between Early Math and Later Academic Skills. Frontiers in Psychology, 8(869), 1–12. https://doi.org/10.3389/fpsyg.2017.00869
• Risso, A., Manuel, G., Durán, M., Brenlla, J. C., Peralbo, M. y Barca, A. (2015). Un análisis de las relaciones entre funciones ejecutivas, lenguaje y habilidades matemáticas. Revista de Estudios e Investigación En Psicología y Educación, 9, 73–78. https://doi.org/10.17979/reipe.2015.0.09.577
• Rodas Cabanillas, J. L. y Santa Cruz, V. O. (2015). El rendimiento académico, cociente intelectual y los niveles de inteligencia emocional Academic. Revista de Investigación y Cultura, Universidad César Vallejo, 4(2), 82–92.
• Rode, J., Mooney, C. H., Arthaud-day, M. L., Near, J. P., Baldwin, T. T., Rubin, R. S. y Bommer, W. H. (2007). Emotional intelligence and individual performance: evidence of direct and moderated effects. Journal of Organizational Behavior, 28, 399–421. https://doi.org/DOI: 10.1002/job.429
• Rohde, T. E. y Thompson, L. A. (2007). Predicting academic achievement with cognitive ability. Intelligence, 35(1), 83–92. https://doi.org/10.1016/j.intell.2006.05.004
• Sasser, T. R., Bierman, K. L. y Heinrichs, B. (2015). Executive functioning and school adjustment: The mediational role of pre-kindergarten learning-related behaviors. Early Childhood Research Quarterly, 30, 70–79. https://doi.org/10.1016/j.ecresq.2014.09.001
• Schneider, W. J. (2013). Principles of Assessment of Aptitude and Achievement. En D. Saklofske (Ed.), The Oxford Handbook of Child Psychological Assessment (pp.286-330). Oxford University Press.
• Soares, D. L., Lemos, G. C., Primi, R. y Almeida, L. S. (2015). The relationship between intelligence and academic achievement throughout middle school: The role of students’ prior academic performance. Learning and Individual Differences, 41, 73–78. https://doi.org/10.1016/j.lindif.2015.02.005
• Song, S., Su, M., Kang, C., Liu, H., Zhang, Y., McBride-Chang, C., Tardif, T., Liang, W., Zhang, Z. y Shu, H. (2015). Tracing children’s vocabulary development from preschool through the school-age years: An 8-year longitudinal study. Developmental Science, 18(1), 119–131. https://doi.org/doi:10.1111/desc.12190
• St Clair-Thompson, H. L. y Gathercole, S. E. (2006). Executive functions and achievements in school: Shifting, updating, inhibition, and working memory. Quarterly Journal of Experimental Psychology, 59(4), 745–759. https://doi.org/10.1080/17470210500162854
• Stelzer, F. y Cervigni, M. (2011). Desempeño académico y funciones ejecutivas en infancia y adolescencia. Una revisión de la literatura. Revista de Investigación En Educación, 1(9), 148–156.
• Suchodoletz, A. Von, Fäsche, A. y Skuballa, I. T. (2017). The Role of Attention Shifting in Orthographic Competencies : Cross-Sectional Findings from 1st , 3rd , and 8th Grade Students. Frontiers in Psychology, 8(1665). https://doi.org/10.3389/fpsyg.2017.01665
• Toro, J. y Cervera, M. (2014). TALE: Test de Análisis de Lectoescritura. Machado Libros.
• Valenzuela-Santoyo, A. del C. y Portillo-Peñuelas, S. A. (2018). La inteligencia emocional en educación primaria y su relación con el rendimiento académico. Revista Electronica Educare, 22(3), 228–242. https://doi.org/10.15359/ree.22-3.11
• Van der Ven, S. H. G., Kroesbergen, E. H., Boom, J. y Leseman, P. P. M. (2012). The development of executive functions and early mathematics: A dynamic relationship. British Journal of Educational Psychology, 82(1), 100–119. https://doi.org/10.1111/j.2044-8279.2011.02035.x
• Vera Noriega, J. A., Delgado Sánchez, U., López Arizmendi, M. y Martínez Flores, F. G. (2018). Modificaciones morfológicas en el proceso de lectoescritura en segundo de Primaria con población vulnerable. Praxis Investigativa ReDIE, 10(18), 91–102.
• Watson, A. K. y Monroe, E. E. (1990). Academic Achievement: A Study of Relationships of IQ, Communication Apprehension, and Teacher Perception. Communication Reports, 3(1), 28–36. https://doi.org/10.1080/08934219009367498
• Welsh, J. A., Nix, R. L., Blair, C., Bierman, K. L. y Nelson, K. (2010). The Development of Cognitive Skills and Gains in Academic School Readiness for Children from Low-Income Families. Cognitive Psychology, 102(1), 43–53. https://doi.org/doi:10.1037/a0016738
• Yahaya, A., Ee, N. S., Bachok, J. yahaya, N., Boon, Y., Hashim, S. y Lee, G. M. (2012). The impact of emotional intelligence element on academic achievement. Archives Des Sciences, 65(4), 2–16.
• Yuste, C. y Yuste, D. (2011). Batería de Actividades Mentales Diferenciales y Generales E2. CEPE S.L.