Predictores de las habilidades académicas en niños de 9 años: cociente intelectual, funciones ejecutivas e inteligencia emocional
DOI:
https://doi.org/10.25115/ejrep.v19i55.4546Palabras clave:
Funciones ejecutivas, Inteligencia emocional, Cociente intelectual, Educación primaria, Habi-lidades académicas.Resumen
Introducción. Todavía faltan datos concluyentes sobre la aportación del conjunto formado por el cociente intelectual, las funciones ejecutivas y la inteligencia emocional sobre las habi-lidades académicas.
Método. Ello motivó la implementación de este estudio en 34 niños (9 años), mediante la aplicación de los siguientes instrumentos: Test breve de inteligencia de Kaufman (K-BIT); Evaluación Neuropsicológica de las Funciones Ejecutivas en Niños (ENFEN); Inventario de Inteligencia Emocional de BarOn (EQ-i:YV); Batería de Actividades mentales Diferenciales y Generales (BADyG) y Test de Análisis de Lectoescritura (TALE).
Resultados. Los resultados mostraron asociación entre las habilidades matemáticas y las fun-ciones ejecutivas (r=.62; p<.01), la inteligencia emocional (r=.35; p=.04) y el cociente inte-lectual (r=.34; p=.04), y entre la habilidad lectoescritora y la inteligencia emocional (r=-.45; p=.01). Asimismo, las tres variables pueden predecir el 51% de las habilidades matemáticas y el 22% de las lectoescritoras.
Discusión y conclusiones. Los procesos cognitivos y emocionales subyacen en la construc-ción del aprendizaje de los estudiantes y estos resultados ayudan a comprender el efecto dife-rencial de las variables estudiadas sobre cada habilidad académica. Esto refleja la importancia de incidir sobre las variables sujetas a desarrollo, tales como las funciones ejecutivas y la inte-ligencia emocional, a fin de favorecer el desarrollo de las habilidades académicas de los estu-diantes.
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