Presentation
Autorregulación y desarrollo escolar: Influencia del Estatus Socioeconómico sobre el desarrollo del control ejecutivo frío vs. cálido y su vinculación con el rendimiento académico
Author/s | Ibáñez-Alfonso, Joaquín
Saldaña Sage, David |
Department | Universidad de Sevilla. Departamento de Psicología Evolutiva y de la Educación |
Publication Date | 2016 |
Deposit Date | 2018-04-05 |
Published in |
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ISBN/ISSN | 978-84-617-7659-7 |
Abstract | Nowadays there is a consensus regarding the influence of socioeconomic-status on academic performance. This relation seems to be mediated by both family context and cognitive abilities such as self-regulation. The aim of ... Nowadays there is a consensus regarding the influence of socioeconomic-status on academic performance. This relation seems to be mediated by both family context and cognitive abilities such as self-regulation. The aim of this study was to analyse the interaction of these factors in 174 students from diverse socioeconomic-status families ranging from 8 to 15 years old. Participants completed a battery of cognitive tests and questionnaires. Our results using structural equations modelling allow us to demonstrate that relations between family context, self-regulation skills, and academic achievement, can be integrated into a single explanatory model. Cognitive performance was the main mediator of SES effects on academic performance. Ours is one of the first studies to validate this model in children and adolescents. |
Citation | Ibáñez-Alfonso, J. y Saldaña Sage, D. (2016). Autorregulación y desarrollo escolar: Influencia del Estatus Socioeconómico sobre el desarrollo del control ejecutivo frío vs. cálido y su vinculación con el rendimiento académico. En Investigación educativa con impacto social. V Congreso Internacional Multidisciplinar de Investigación Educativa (CIMIE16) Sevilla: Asociación Interdisciplinar de Investigación Educativa (AMIE). |
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