Funções Executivas na Predição de Desempenho Acadêmico no início do Ensino Fundamental
DOI:
https://doi.org/10.1590/0102.3772e382114Palabras clave:
regulação; avaliação infantil; cognição; educação; aprendizagemResumen
Fueron investigados modelos predictivos de lectura y aritmética a partir del desempeño y medidas funcionales de las funciones ejecutivas (EF). 94 niños (media=6.14 años) fueron evaluados en pruebas de FE; padres y maestros respondieron a una escala de FE. Dos años después, se evaluó lectura y aritmética. Hubo bajas correlaciones entre FE y el rendimiento académico posterior. Para la lectura, la inhibición fue variable relevante, sin ganancia en la predicción con la consideración conjunta de las diferentes medidas de FE. Para la aritmética, la atención y la aversión al retraso presentaron contribución relevante; consideración de la medida funcional aumentó la predicción del modelo. El estudio indicó habilidades de interés en la identificación de niños en riesgo de bajo rendimiento académico.
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Derechos de autor 2022 Natália Martins Dias, Ana Paula Prust Pereira, Alessandra Gotuzo Seabra
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
