School performance at the end of elementary school: Contributions of intelligence, language, and executive functions
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| Formato: | Artículo científico |
| Lenguaje: | en |
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Pontifícia Universidade Católica de Campinas
2017
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| _version_ | 1876457674103586816 |
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| author | Natália Martins DIAS |
| author_facet | Natália Martins DIAS |
| contents | School performance at the end of elementary school: Contributions of intelligence, language, and executive functions Natália Martins DIAS Alessandra Gotuzo SEABRA Psicología Learning Cognition Education Evaluation There are several variables that are associated with and that can influence school performance. The present study investigated the following: 1) the relationship between school performance and intelligence, language, and executive functions; 2) explanatory models for school performance. A total of 87 students in 5th grade of elementary school, attending a public school in São Paulo State, Brazil (mean age = 9.72, standard deviation = 0.58), participated in this study. The participants were evaluated in terms of intelligence, language (phonological awareness and vocabulary), and executive functions (attention, cognitive flexibility, and working memory). Bimonthly grades were collected at the end of the school year. Results revealed significant correlations between school performance and all measures, except for attention. Students’ performance on the cognitive tests explained up to 66% of their grades. Intelligence, language, and executive functions are associated with school performance, but language and executive functions, especially cognitive flexibility, can be considered as stronger predictors of performance in 5th grade. These findings can assist in the design and implementation of intervention programs to promote these skills. 2017 artículo científico 0103-166X https://www.redalyc.org/articulo.oa?id=395354222012 https://www.redalyc.org/journal/3953/395354222012/ https://www.redalyc.org/journal/3953/395354222012/html/ https://www.redalyc.org/journal/3953/395354222012/395354222012.epub https://www.redalyc.org/journal/3953/395354222012/movil 10.1590/1982-02752017000200012 en http://www.redalyc.org/revista.oa?id=3953 Estudos de Psicologia application/pdf Pontifícia Universidade Católica de Campinas Estudos de Psicologia (Brasil) Num.2 Vol.34 |
| format | Artículo científico |
| id | redalyc_395354222012 |
| institution | Redalyc |
| language | en |
| publishDate | 2017 |
| publisher | Pontifícia Universidade Católica de Campinas |
| spellingShingle | School performance at the end of elementary school: Contributions of intelligence, language, and executive functions Natália Martins DIAS Psicología Learning Cognition Education Evaluation School performance at the end of elementary school: Contributions of intelligence, language, and executive functions Natália Martins DIAS Alessandra Gotuzo SEABRA Psicología Learning Cognition Education Evaluation There are several variables that are associated with and that can influence school performance. The present study investigated the following: 1) the relationship between school performance and intelligence, language, and executive functions; 2) explanatory models for school performance. A total of 87 students in 5th grade of elementary school, attending a public school in São Paulo State, Brazil (mean age = 9.72, standard deviation = 0.58), participated in this study. The participants were evaluated in terms of intelligence, language (phonological awareness and vocabulary), and executive functions (attention, cognitive flexibility, and working memory). Bimonthly grades were collected at the end of the school year. Results revealed significant correlations between school performance and all measures, except for attention. Students’ performance on the cognitive tests explained up to 66% of their grades. Intelligence, language, and executive functions are associated with school performance, but language and executive functions, especially cognitive flexibility, can be considered as stronger predictors of performance in 5th grade. These findings can assist in the design and implementation of intervention programs to promote these skills. 2017 artículo científico 0103-166X https://www.redalyc.org/articulo.oa?id=395354222012 https://www.redalyc.org/journal/3953/395354222012/ https://www.redalyc.org/journal/3953/395354222012/html/ https://www.redalyc.org/journal/3953/395354222012/395354222012.epub https://www.redalyc.org/journal/3953/395354222012/movil 10.1590/1982-02752017000200012 en http://www.redalyc.org/revista.oa?id=3953 Estudos de Psicologia application/pdf Pontifícia Universidade Católica de Campinas Estudos de Psicologia (Brasil) Num.2 Vol.34 |
| title | School performance at the end of elementary school: Contributions of intelligence, language, and executive functions |
| topic | Psicología Learning Cognition Education Evaluation |
| url | https://www.redalyc.org/articulo.oa?id=395354222012 https://www.redalyc.org/journal/3953/395354222012/ https://www.redalyc.org/journal/3953/395354222012/html/ https://www.redalyc.org/journal/3953/395354222012/395354222012.epub https://www.redalyc.org/journal/3953/395354222012/movil |