Relaciones entre memoria operativa, inteligencia, comprensión lectora y rendimiento académico en Historia en 4º de la Educación Secundaria

  1. Jaime Jiménez-Cárdenas 1
  2. Isabel Gómez-Veiga 1
  3. Juan-A. García-Madruga 1
  1. 1 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

Revue:
ESE: Estudios sobre educación.

ISSN: 1578-7001

Année de publication: 2021

Número: 41

Type: Article

DOI: 10.15581/004.41.004 DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: ESE: Estudios sobre educación.

Résumé

The aim of this paper is focused on the interrelationships between Working Memory (WM) executive processes and fluid intelligence with reading comprehension, and their common ability to predict academic achievement in History. Twenty six secondary school students participated in this study. The results indicate that cognitive variables correlate with each other and with academic performance. The regression analysis showed that reading comprehension constitutes the most important higher-order cognitive ability that best predicts academic performance in this curricular subject. Likewise, the study reveals the utility of WM measures in educational environments.

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