Predictive capacity of variables associated with executive functioning in the student profile: contributions to educational neuroscience

Abstract

INTRODUCTION. Growing interest in the study and implementation of Neuroeducation within the classroom justifies interventions in the development of executive functioning as a means for improved learning, and consequently, academic achievement. METHOD. By applying a quantitative, non-experimental methodology with 535 primary education students, this study analyzed relationships between variables linked to executive functioning, and scholastic learning. RESULTS. Results indicate, for example, that attention deficit and errors committed were predictive in support strategies, complementary strategies, attitude toward study, and self-concept; and that attention deficit, concentration and hyperactivity/impulsivity were predictive in academic achievement. DISCUSSION. If Neuroscience has established its place as an interdisciplinary field of knowledge about how the brain works --knowledge that can be extrapolated to the educational sphere-- teachers should become aware of the areas of the brain that involved in learning, and based on this, plan interventions beyond those of the curriculum, for the development of executive functions.