Predictive Influence of Executive Functions, Effortful Control, Empathy, and Social Behavior on the Academic Performance in Early Adolescents
Datos Bibliográficos
| ID | 11670864 |
|---|---|
| Autores | Juan Pablo Zorza (Universidad de Granada, autor de correspondencia), Julián Marino (Universidad Nacional de Córdoba), Alberto Acosta Mesas (Universidad de Granada) |
| Año | 2017 |
| Volumen | 39 |
| Número | 2 |
| Páginas | 253-279 |
| Fecha de publicación | 2017-10-30 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | The Journal of Early Adolescence (JOURNAL) |
| Identificadores de la revista | ISSN: 0272-4316 • E-ISSN: 1552-5449 |
| Editorial | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/0272431617737624 |
| OpenAlex | W2767112711 |
| Idioma | EN |
| Citas recibidas | 8 |
| Referencias citadas | 64 |
In this study, we explored the predictive role of behavioral measures of Executive Functions (EFs) and a self-report measure of Effortful Control (EC) on the academic performance of early adolescents. We also analyzed the mediating role of self-reported empathy and social behavior rated by peers (i.e., prosocial behavior and social preference) and by the lead teacher (i.e., social competence). A sample of 244 adolescents aged between 12 and 13 years participated in the study. The resulting structural equation model indicated that EFs and EC predict academic performance in a complementary and independent way. Results also confirmed the mediating role of empathy and social behavior. The final model explained 64% of academic performance. We discuss the appropriateness of obtaining complementary measures of EFs and EC in predictions of academic performance as well as the importance of introducing activities involving self-regulation, empathy, and socioemotional skills in the school setting
Cognition · Developmental psychology · Empathy · Executive functions · Prosocial behavior · Self-control · Social change · Social competence · Social skills · Socioemotional selectivity theory · Structural equation modeling · Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Early Childhood Education and Development · Psychology · Social Psychology
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| Obras citantes distintas | 8 |
|---|---|
| Citas por año | 1 |
| Intervalo de citas | 2018 - 2026 (9) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 8 |