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espanolIntroduccion. Las Funciones Ejecutivas (FE) son un conjunto de funciones supramodales que favorecen a las habilidades cognitivas, emocionales y sociales. En la primera infancia las FE influyen en el rendimiento de las habiliadades academicas. La presente investigacion determino la relacion entre las funciones ejecutivas y el rendimiento academico en un contexto educativo. Metodo. Se realizo un estudio correlacional donde participaron 195 estudiantes entre 6 y 12 anos de edad, seleccionados al azar de los grados de basica primaria (de 1° a 5°). Las funciones ejecutivas medidas fueron: fluidez verbal (fonologica y semantica), atencion selectiva, flexibilidad cognitiva, planificacion e inhibicion; para lo cual, se empleo la Evaluacion Neuropsicologica de las funciones ejecutivas en ninos (ENFEN) y el rendimiento academico se evaluo a partir del promedio academico acumulativo en el ano. Resultados. De acuerdo con el analisis de correlacion de Spearman, los resultados arrojados senalan que existe una relacion estadisticamente significativa entre rendimiento academico y los componentes de las funciones ejecutivas: fluidez fonologica (p=.01) y flexibilidad cognitiva (p=.01). Por otro lado, la regresion logistica arrojo que la fluidez semantica y la inhibicion son factores predictivos para el rendimiento academico en un 76.4%. Discusion y conclusiones. Se sugiere que las funciones ejecutivas se asocian y a su vez predicen el rendimiento academico en estudiantes de basica primaria, en especial si este es bajo. EnglishIntroduction. The Executive Functions (EF) are a set of supramodal functions that favor cognitive, emotional and social skills. In early childhood, EFs influence the performance of academic skills. The present research determined the relationship between executive functions and academic performance in an educational context. Method.A correlational study was conducted involving 195 students between 6 and 12 years of age, randomly selected from primary grades (from 1 to 5). The executive functions meas-ured were: verbal fluency (phonological and semantic), selective attention, cognitive flexibil-ity, planning and inhibition; for which, the Neuropsychological Evaluation of the executive functions in children (ENFEN) was used and the academic performance was evaluated from the cumulative academic average in the year. Results. According to Spearman's correlation analysis, the results show that there is a statisti-cally significant relationship between academic performance and the components of executive functions: phonological fluency (p= .01) and cognitive flexibility (p= .01). On the other hand, the logistic regression showed that semantic fluency and inhibition are predictive fac-tors for academic performance in 76.4%. Discussion or Conclusion. Which suggests that executive functions are associated and in turn predict academic performance in elementary school students, especially if this is low |
