Rendimiento Académico según Distintos Niveles de Funcionalidad Ejecutiva y de Estrés Infantil Percibido

Références bibliographiques

• Alexander, P. A. (2014). Thinking critically and analytically about criticalanalytic thinking: An introduction. Educational Psychology Review, 26, 469-476. https://psycnet.apa.org/doi/10.1007/s10648-014-9283-1
• Andersson, U. (2008). Working memory as a predictor of written arithmetical skills in children: The importance of central executive functions. British Journal of Educational Psychology, 78, 181-203. https://doi.org/10.1348/000709907X209854
• Aselton, P. (2012). Sources of stress and coping in American college students who have been diagnosed with depression. Journal of Child and Adolescent Psychiatric Nursing, 25, 119-123. https://doi. org/10.1111/j.1744-6171.2012.00341.x
• Baelo, R. y Arias, A. R. (2015). La formación de maestros en España, de la teoría a la práctica. Tendencias Pedagógicas, 18, 105-131.
• Baggetta, P. y Alexander, P. A. (2016). Conceptualization and operationalization of executive function. Mind, Brain and Education, 10, 10-29. https://doi.org/10.1111/mbe.12100
• Barkley, R. A. (2012). Executive functions: What they are, how they work, and why they evolved. New York, NY: Guilford Press.
• Blair, C. y Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78, 647-663. https://doi.org/10.1111/ j.1467-8624.2007.01019.x
• Brickenkamp, R. y Seisdedos Cubero, N. (2012). D2: Test de atención : manual (4a ed., revisada.). Madrid, España: TEA.
• Bridgett, D. J., Oddi, K. B., Laake, L. M., Murdock, K. W. y Bachmann, M. N. (2012). Integrating and differentiating aspects of self-regulation: Effortful control, executive functioning, and links to negative affectivity. Emotion, 13, 47-63. https://psycnet.apa.org/doi/10.1037/a0029536
• Brock, L. L., Rimm-Kaufman, S. E., Nathanson, L. y Grimm, K. J. (2009). The contributions of ‘hot’ and ‘cool’ executive function to children’s academic achievement, learning-related behaviours, and engagement in kindergarten. Early Childhood Research Quarterly, 24, 337-349. https://doi.org//10.1080%2F87565641.2010.549980
• Brown, S. W., Collier, S. A. y Night, J. C. (2013). Timing and executive resources: Dual-task interference patterns between temporal production and shifting, updating, and inhibition tasks. Journal of Experimental Psychology: Human Perception and Performance, 39, 947-963. https://doi.org/10.1037/a0030484
• Bruguera, M. R., Del Rosario, M. y Calonge, I. (2017). Situaciones estresantes cotidianas en la infancia y su relación con la sintomatología y la adaptación. Behavioral Psychology/Psicologia Conductual, 25, 483- 502.
• Bull, R., Espy, K. A. y Wiebe, S. A. (2008). Short-term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of mathematical achievement at age 7 years. Developmental Neuropsychology, 33, 205-228. https://doi. org/10.1080%2F87565640801982312
• Canet, L., García, A., Andrés, M. L. y Urquijo, S. (2009). El desarrollo de las funciones ejecutivas y las habilidades metalingüísticas desde preescolar hasta tercer año de escolaridad primaria. En M. C. Richaud y J. E. Moreno (Comp.), Investigación en ciencias del comportamiento. Avances iberoamericanos (pp. 769-786). Buenos Aires, Argentina: CIIPME-CONICET.
• Cartwright, K. B. (2012). Insights from cognitive neuroscience: The importance of executive function for early reading development and education. Early Education and Development, 23, 24-36. https://doi.org /10.1080/10409289.2011.615025
• Clair-Thompson, H. L. y Gathercole, S. E. (2006). Executive functions and achievements in school: Shifting, updating, inhibition, and working memory. The Quarterly Journal of Experimental Psychology, 59, 745- 759. https://doi.org/10.1080/17470210500162854
• Clark, C. C., Pritchard, V. E. y Woodward, L. J. (2010). Preschool executive functioning abilities predict early mathematics achievement. Developmental Psychology, 46, 1176-1191. https://doi.org/10.1037/ a0019672
• Cohen, S., Kessler, R. C. y Gordon, L. U. (1995). Strategies for measuring stress in studies or psychiatric and physical disorders. En S. Cohen, R. C. Kessler y L. U. Gordon, Measuring stress. A guide for health and social scientists (pp. 3-26). New York, NY: Oxford University Press.
• Corso, H. V, Sperb, T. M., Inchausti de Jou, G. y Fumagalli, J. (2013). Metacognition and executive functions: Relationships between concepts and implications for learning. Psicologia: Teoria e Pesquisa, 29(1), 21-29. https://doi.org/10.1590/S0102-37722013000100004
• Del Barrio, V. G. (2003). Estrés y salud. En Q. J. Ortigosa, S. M. Quiles y C. F. Méndez, Manual de psicología de la salud con niños, adolescentes y familia (pp. 47-69). Madrid, España: Pirámide.
• Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135-168. https://doi.org/10.1146/annurev-psych-113011-143750
• Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P... Sexton, H. (2007). School readiness and later achievement. Developmental Psychology, 43, 1428-1446. https://doi. org/10.1037/0012-1649.43.6.1428
• Escobar, M., Trianes, M. V., Fernández-Baena, F. J. y Páez, J. M. (2010). Relaciones entre aceptación sociométrica escolar e inadaptación socioemocional, estrés cotidiano y afrontamiento. Revista Latinoamericana de Psicología, 42, 469-479. Recuperado de http:// www.scielo.org.co/pdf/rlps/v42n3/v42n3a10.pdf
• Farré, A. y Narbona, J. (2013). Evaluación del trastorno por déficit de atención con hiperactividad. Madrid, España: TEA.
• Flores-Lázaro, J. C., Castillo-Preciado, R. E. y Jiménez-Miramonte, N. A. (2014). Desarrollo de funciones ejecutivas, de la niñez a la juventud. Anales de Psicología, 30, 463-473. https://doi.org/10.6018/ analesps.30.2.155471
• Foy, J. G. y Mann, V. A. (2013). Executive function and early reading skills. Reading and Writing: An Interdisciplinary Journal, 26, 453-472. https://doi.org/10.1007/s11145-012-9376-5
• Furlan, L. A., Sánchez, J. y Sebastián, D. H. (2009). Estrategias de aprendizaje y ansiedad ante los exámenes en estudiantes universitarios. Pensamiento Psicológico, 5(12), 117-124. https://core.ac.uk/download/ pdf/52201687.pdf
• Gaeta, M. L. (2013). Learning goals and strategies in the self-regulation of learning. US-China Education Review, 3(1), 46-50.
• Gaeta, M. L. y Martín, P. (2009). Estrés y adolescencia: estrategias de afrontamiento y autorregulación en el contexto escolar. Revista de Humanidades, 15, 327-344.
• García, T., Rodríguez, C., González-Castro, P., Álvarez-García, D. y GonzálezPienda, J. A. (2016). Metacognición y funcionamiento ejecutivo en Educación Primaria. Anales de Psicología, 32, 474-483. https://doi. org/10.6018/analesps.32.2.202891
• García-García, E. (2008). Neuropsicología y educación. De las neuronas espejo a la teoría de la mente. Revista de Biología y Educación, 1(3), 69-90. https://eprints.ucm.es/9972/
• García-Villamisar, D. y Muñoz, P. (2000). Funciones ejecutivas y rendimiento escolar en educación primaria. Un estudio exploratorio. Revista Complutense de Educación, 11, 39-56.
• Garner, J. K. (2009). Conceptualizing the relations between executive functions and self-regulated learning. Journal of Psychology, 143, 405- 426. https://doi.org/10.3200/JRLP.143.4.405-426
• Geary, D. C., Hoard, M. K., Nugent, L. y Byrd-Craven, J. (2008). Development of number line representations in children with mathematical learning disability. Developmental Neuropsychology, 33, 277-299. https://doi. org/10.1080/87565640801982361
• Gilmore, C. y Cragg, L. (2014). Teachers’ understanding of the role of executive functions in mathematics learning. Mind, Brain, and Education, 8, 132-136. https://doi.org/10.1111%2Fmbe.12050
• González-Pienda, J. A., Fernández, E., Bernardo, A. B., Núñez, J. C. y Rosário, P. (2014). Assessment of a self-regulated learning intervention. The Spanish Journal of Psychology, 17, 1-9. https://doi.org/10.1017/ sjp.2014.12
• Govaerts, S. y Grégoire, J. (2004). Stressful academic situations: Study on appraisal variables in adolescence. Revue Européenne de Psychologie Appliquée, 54, 261-271. https://doi.org/10.1016/j.erap.2004.05.001
• Graziano, P. A., Reavis, R. D., Keane, S. P. y Calkins, S. D. (2007). The role of emotion regulation in children’s early academic success. Journal of School Psychology, 45, 3-19. https://doi.org/10.1016%2Fj.jsp.2006.09.002
• Hooper, S. R., Swartz, C., Wakely, M. B., De Kruif, R. E. y Montgomery, J. (2002). Executive functions in elementary school children with and without problems in written expression. Journal of Learning Disabilities, 35, 57-68. https://doi.org/10.1177%2F002221940203500105
• Howse, R. B., Calkins, S. D., Anastopoulos, A. D., Keane, S. P. y Shelton, T. L. (2003). Regulatory contributors to children’s kindergarten achievement. Early Education and Development, 14, 101-119. https:// psycnet.apa.org/doi/10.1207/s15566935eed1401_7
• Jose, P. E. y Ratcliffe, V. (2004). Stressor frequency and perceived intensity as predictors of internalizing symptoms: Gender and age differences in adolescence. New Zealand Journal of Psychology, 33, 145-154.
• Kanner, A. D., Coyne, J. C., Schaefer, C. y Lazarus, R. S. (1981). Comparison of two models of stress measurement: Daily hassles and uplifts versus major life events. Journal of Behavioral Medicine, 4, 1-39. https://doi. org/10.1007/BF00844845
• Karbach, J., Gottschling, J., Spengler, M., Hegewald, K. y Spinath, F. M. (2013). Parental involvement and general cognitive ability as predictors of domain-specific in academic achievement in early adolescence. Learning and Instruction, 23, 43-51. https://doi.org/10.1016/j. learninstruc.2012.09.004
• Kolkman, M. E., Hoijtink, H. A., Kroesbergen, E. H. y Leseman, P.M. (2013). The role of executive functions in numerical magnitude skills. Learning and Individual Differences, 24, 145-151. https://doi.org/10.1016/j. lindif.2013.01.004
• Korzeniowski, C. G. (2011). Desarrollo evolutivo del funcionamiento ejecutivo y su relación con el aprendizaje escolar. Revista de Psicología, 7(13), 7-26.
• Kouzma, N. M. y Kennedy, G. A. (2004). Self-reported sources of stress in senior high school students. Psychological Reports, 94, 314-316. https://doi.org/10.2466%2Fpr0.94.1.314-316
• La Greca, A. M., Siegel, L. J., Wallander, J. L. y Walker, C. E. (1992). Stress and Coping in Child Health. New York/London: The Guilford Press.
• Latzman, R. D., Elkovitch, N. Young, J. y Clark, L. (2010). The contribution of executive functioning to academic achievement among male adolescents. Journal of Clinical and Experimental Neuropsychology, 32, 455-462. https://doi.org/10.1080/13803390903164363
• Lau, B. W. (2002). Does the stress in childhood and adolescence matter? A psychological perspective. The Journal of the Royal Society for the Promotion of Health, 122, 238-244. https://doi. org/10.1177%2F146642400212200411
• Lazarus, R. S. y Folkman, S. (1984). Stress, appraisal and coping. New York, NY: Springer Publishing Company.
• Lazarus, R. S. y Folkman, S. (1986). Estrés y procesos cognitivos. Barcelona, España: Martínez Roca.
• Lee, T., Crawford, J. D., Henry, J. D., Trollor, J. N., Kochan, N. A., Wright, M. J. y Sachdev, P. S. (2012). Mediating effects of processing speed and executive functions in age-related differences in episodic memory performance: A cross-validation study. Neuropsychology, 26, 776-784. https://psycnet.apa.org/doi/10.1037/a0030053
• Maldonado, E. F., Fernández, F. J., Trianes, M. V., Wesnes, K., Petrini, O., Zangara, A… Ambrosetti, L. (2008). Cognitive performance and morning levels of salivary cortisol and α-amylase in children reporting high vs. low daily stress perception. The Spanish Journal of Psychology, 11, 3-15. https://doi.org/10.1017/S1138741600004066
• Martínez, E. S. y Díaz, D. A. (2007). Una aproximación psicosocial al estrés escolar. Educación y Educadores, 10(2), 11-22. http://hdl.handle. net/123456789/2209
• Martínez, G. (2010). Estrategias de afrontamiento ante el estrés y rendimiento académico en estudiantes universitarios. Cuadernos de Educación y Desarrollo, 2, 4-14. http://www.eumed.net/rev/ced/18/ jamg.htm
• Mazzocco, M. y Tover, S. (2007). A longitudinal assessment of executive function skill and their association with math performance. Child Neuropsychology, 13, 18-45. https://doi.org/10.1080/09297040600611346
• McClelland, M., Cameron, C., Connor, C., McDonald, F., Carrie, L. J. A. y Morrison, F. (2007). Links between behavioral regulation and preschoolers’ literacy, vocabulary, and math skills. Developmental Psychology, 43, 947-959. https://doi.org/10.1037/0012-1649.43.4.947
• Moulds, J. D. (2003). Stress manifestation in high school students: An Australian sample. Psychology in the Schools, 40, 391-402. https://doi. org/10.1002/pits.10093
• Navarro, I. M. y García-Villamisar, D. A. (2014). Impacto de la sintomatología interiorizada y las disfunciones ejecutivas sobre el rendimiento académico en educación primaria. Revista de Psicopatología y Psicología Clínica, 19, 117-127. https://doi.org/10.5944/rppc.vol.19. num.2.2014.13062
• Pena, M., Pacheco, N. E. y Peña, L. R. (2016). Las competencias emocionales: material escolar indispensable en la mochila de la vida. Padres y Maestros, 368, 6-10. https://doi.org/10.14422/pym.i368.y2016.001
• Portellano, J. A. (2018). Neuroeducación y funciones ejecutivas. Madrid, España: CEPE.
• Portellano, J. A. y García, J. (2014). Neuropsicología de la atención, las funciones ejecutivas y la memoria. Madrid, España: Síntesis.
• Pozos-Radillo, B. E., de Lourdes Preciado-Serrano, M., Campos, A. R. P., Acosta-Fernández, M. y de los Ángeles Aguilera, M. (2015). Estrés académico y síntomas físicos, psicológicos y comportamentales en estudiantes mexicanos de una universidad pública. Ansiedad y Estrés, 21, 35-42.
• Pulido, R., Serrano, S., Valdés, C., Chávez, M., Hidalgo, M. y Vera, G. (2011). Estrés académico en estudiantes universitarios. Psicología y Salud, 21, 31-37. https://doi.org/10.25009/pys.v21i1.584
• Rebollo, M. A. y Montiel, S. (2006). Atención y funciones ejecutivas. Revista de Neurología, 42, 3-7. https://doi.org/10.33588/rn.42S02.2005786
• Richland, L. E. y Burchinal, M. R. (2013). Early executive function predicts reasoning development. Psychological Science, 1-6, 87-92. https://doi. org/10.1177%2F0956797612450883
• Seisdedos, N. (2012). Test de atención d2. Madrid, España: TEA. Shiralkar, M. T., Harris, T. B., Eddins-Folensbee, F. F. y Coverdale, J. H. (2013). A systematic review of stress-management programs for medical students. Academic Psychiatry, 37, 158-164. https://link.springer.com/ article/10.1176/appi.ap.12010003
• Stelzer, F. y Cervigni, M. A. (2011). Desempeño académico y funciones ejecutivas en infancia y adolescencia. Una revisión de la literatura. Revista de Investigación en Educación, 1(9), 148-156. http://reined. webs4.uvigo.es/index.php/reined/article/view/107
• Sun, S., Pan, W. y Wang, L. L. (2010). A comprehensive review of effect size reporting and interpreting practices in academic journals in education and psychology. Journal of Educational Psychology, 102, 989-1004. https://doi.org/10.1037/a0019507
• Thurstone, L. L. y Yela, M. (2012). Test de percepción de diferencias. Madrid, España: TEA.
• Toll, S. W., Van der Ven, S. H., Kroesbergen, E. H. y Van Luit, J. E. (2011). Executive functions as predictors of math learning disabilities. Journal of Learning Disabilities, 44, 521-532. https://doi. org/10.1177%2F0022219410387302
• Torres, M. V. T., Fernández-Baena, F. J., Espejo, M. E., Mena, M. J. B. y Montero, E. F. M. (2014). ¿Qué es el estrés cotidiano infantil? Detección e intervención psicoeducativa. Padres y Maestros, 360, 32-36. https:// doi.org/10.14422/pym.i360.y2014.007
• Tregay, J., Gilmour, J. y Charman, T. (2009). Childhood rituals and executive functions. British Journal of Developmental Psychology, 27, 283-896. https://doi.org/10.1348/026151008X299737
• Trianes, M. V. (2002). Estrés en la infancia. Madrid, España: Narcea. Trianes, M. V., Blanca, M. J., Fernández-Baena, F. J., Escobar, M. y Maldonado, E. F. (2011). IECI. Inventario de estrés cotidiano infantil. Madrid, España: TEA Ediciones.
• Trianes, M. V., Mena, M. J. B., Fernández-Baena, F. J., Escobar, M. y Maldonado, E. F. (2012). Evaluación y tratamiento del estrés cotidiano en la infancia. Papeles del psicólogo, 33, 30-35. https://www.redalyc. org/html/778/77823404004/
• Trianes, M. V., Blanca, M. J., Fernández-Baena, F. J., Escobar, M., Maldonado. E. F. y Muñoz, A. M. (2009). Evaluación del estrés infantil: inventario infantil de estresores cotidianos (IIEC). Psicothema, 21, 598-603. https://www.redalyc.org/html/727/72711895016/
• Trueba, A. F., Smith, N. B., Auchus, R. J. y Ritz, T. (2013). Academic exam stress and depressive mood are associated with reductions in exhaled nitric oxide in healthy individuals. Biological Psychology, 93, 206-212. https://doi.org/10.1016/j.biopsycho.2013.01.017
• Valiente-Barroso, C. (2014). Health habits, behavioural self-control and academic performance. Procedia-Social and Behavioral Sciences, 132, 216-221. https://doi.org/10.1016/j.sbspro.2014.04.301
• Valiente-Barroso, C. y García-García, E. (2013). Executive function, adolescent development and mathematical competence: Importance of quantitative and qualitative analysis in educational psychology. Procedia-Social and Behavioral Sciences, 69, 2193-2200. https://doi. org/10.1016/j.sbspro.2012.12.185
• Wagner, B. M., Compas, B. E. y Howell, D. C. (1988). Daily and major life events: A test of an integrative model of psychosocial stress. American Journal of Community Psychology, 16, 189-205. https://link.springer. com/article/10.1007/BF00912522
• Zelazo, P. D., Craik, F. I. M. y Booth, L. (2004). Executive function across the life span. Acta Psychologica, 115, 167-184. https://doi.org/10.1016/j. actpsy.2003.12.005