Executive Functions and Academic Performance: The Moderating Role of Distress Tolerance

Autor/inn/en	Andrés, María Laura; Canet-Juric, Lorena; García-Coni, Ana; Olsen, Cintia Daniela; Vernucci, Santiago; Galli, Juan Ignacio; Introzzi, Isabel; Richaud, María Cristina
Titel	Executive Functions and Academic Performance: The Moderating Role of Distress Tolerance
Quelle	In: Mind, Brain, and Education, 16 (2022) 3, S.197-208 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Andrés, María Laura) ORCID (Canet-Juric, Lorena) ORCID (Olsen, Cintia Daniela) ORCID (Vernucci, Santiago)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/mbe.12330
Schlagwörter	Metacognition; Executive Function; Correlation; Short Term Memory; Verbal Ability; Visual Perception; Emotional Disturbances; Children; Academic Achievement; Inhibition; Task Analysis; Computer Assisted Testing; Reading Comprehension; Mathematics Skills; Measures (Individuals); Grades (Scholastic); Cognitive Ability; Resilience (Psychology) + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Korrelation; Kurzzeitgedächtnis; Mündliche Leistung; Visuelle Wahrnehmung; Gefühlsstörung; Child; Kind; Kinder; Schulleistung; Hemmung; Aufgabenanalyse; Leseverstehen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Messdaten; Notenspiegel; Denkfähigkeit
Abstract	The aim of this study was to analyze the moderating effect of distress tolerance (DT) on the relationship between executive functions and academic performance (AP). Participants were 270 children aged 9-12 years. Executive functions (EFs)--working memory (WM), inhibition, and cognitive flexibility--and DT were evaluated using computerized tasks. Direct measures of reading comprehension and mathematical calculation, as well as school grades, were used to assess AP. Results showed that verbal WM and cognitive flexibility were positively associated with reading indicators, but to a greater extent among children with medium and low DT. A positive association was found between visuospatial WM, and a mathematical indicator, to a greater extent among children with medium and low DT. The EFs did not show explanatory capacity for AP in children with high DT. These results suggest that DT could function as a "compensatory" resource. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01