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

被引：2
|
作者：
Laura Andres, Maria [1 ,2 ]
Canet-Juric, Lorena [1 ,2 ]
Garcia-Coni, Ana [1 ,2 ]
Daniela Olsen, Cintia [1 ,3 ]
Vernucci, Santiago [1 ,2 ]
Ignacio Galli, Juan [1 ,2 ]
Introzzi, Isabel [1 ,2 ]
Cristina Richaud, Maria [2 ,4 ]
机构：
[1] Natl Univ Mar Del Plata UNMDP, Inst Basic & Appl Psychol & Technol IPSIBAT, Dean Funes, Argentina
[2] Natl Sci & Tech Res Council CONICET, Buenos Aires, DF, Argentina
[3] Natl Agcy Promot Res Technol Dev & Innovat, Buenos Aires, DF, Argentina
[4] Austral Univ, Family Sci Inst, Buenos Aires, DF, Argentina
来源：
MIND BRAIN AND EDUCATION | 2022年 / 16卷 / 03期
关键词：
EMOTION REGULATION; WORKING-MEMORY; SCHOOL; ACHIEVEMENT; INHIBITION; CHILDREN;
D O I：
10.1111/mbe.12330
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
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.
引用
收藏
页码：197 / 208
页数：12
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