Development of executive functions and their relationship with academic performance in children and adolescents
DOI:
https://doi.org/10.70577/asce.v5i2.963Keywords:
executive functions; academic performance; adolescence; neuroeducation; working memory; self-regulationAbstract
This research analyzes the relationship between the development of executive functions and academic performance in primary and secondary school students. The main objective was to determine how higher-order cognitive processes, such as working memory, inhibitory control, and cognitive flexibility, act as predictors of academic success. Using a descriptive and explanatory document review methodology, findings from various academic sources and contemporary neuropsychological studies were synthesized. The results reveal a significant correlation between the maturation of the prefrontal cortex and the capacity for self-regulated learning, highlighting that working memory is fundamental for success in mathematics, while cognitive flexibility enhances reading comprehension. Furthermore, it is evident that adolescence represents a critical window of brain plasticity where planning and time management become crucial in the face of curricular complexity. It is concluded that executive functions are not static and can be strengthened through specific pedagogical interventions. Finally, the integration of neuroeducational strategies in the classroom is recommended to improve student self-management and reduce performance gaps associated with socioeconomic factors. It is proposed that the teaching of executive skills be considered a cross-curricular competency in the modern education system.
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