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Executive Functions and Academic Performance: The Moderating Role of Distress Tolerance.

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Title: Executive Functions and Academic Performance: The Moderating Role of Distress Tolerance.
Authors: Andrés, María Laura1,2 (AUTHOR), Canet‐Juric, Lorena1,2 (AUTHOR), García‐Coni, Ana1,2 (AUTHOR), Olsen, Cintia Daniela1,3 (AUTHOR) olsencintia@gmail.com, Vernucci, Santiago1,2 (AUTHOR), Galli, Juan Ignacio1,2 (AUTHOR), Introzzi, Isabel1,2 (AUTHOR), Richaud, María Cristina2,4 (AUTHOR)
Source: Mind, Brain & Education. Aug2022, Vol. 16 Issue 3, p197-208. 12p. 5 Charts, 1 Graph.
Subject Terms: *Academic achievement, *Cognitive ability, *Reading comprehension, *Comprehension testing, Executive function, Response inhibition, Cognitive flexibility
Abstract: The aim of this study was to analyze the moderating effect of distress tolerance (DT) on the relationship between executive functions and academic performance (AP). Participants were 270 children aged 9–12 years. Executive functions (EFs)—working memory (WM), inhibition, and cognitive flexibility—and DT were evaluated using computerized tasks. Direct measures of reading comprehension and mathematical calculation, as well as school grades, were used to assess AP. Results showed that verbal WM and cognitive flexibility were positively associated with reading indicators, but to a greater extent among children with medium and low DT. A positive association was found between visuospatial WM, and a mathematical indicator, to a greater extent among children with medium and low DT. The EFs did not show explanatory capacity for AP in children with high DT. These results suggest that DT could function as a "compensatory" resource. We investigated whether children with lower memory, mental flexibility, and behavioral inhibition can perform well academically in school. Our results show that this is possible if they have a greater capacity to tolerate frustration, which shows the compensatory potential of emotional regulation skills in low cognitive abilities. [ABSTRACT FROM AUTHOR]
Copyright of Mind, Brain & Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Executive Functions and Academic Performance: The Moderating Role of Distress Tolerance.
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  Data: <searchLink fieldCode="AR" term="%22Andrés%2C+María+Laura%22">Andrés, María Laura</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Canet‐Juric%2C+Lorena%22">Canet‐Juric, Lorena</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22García‐Coni%2C+Ana%22">García‐Coni, Ana</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Olsen%2C+Cintia+Daniela%22">Olsen, Cintia Daniela</searchLink><relatesTo>1,3</relatesTo> (AUTHOR)<i> olsencintia@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Vernucci%2C+Santiago%22">Vernucci, Santiago</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Galli%2C+Juan+Ignacio%22">Galli, Juan Ignacio</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Introzzi%2C+Isabel%22">Introzzi, Isabel</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Richaud%2C+María+Cristina%22">Richaud, María Cristina</searchLink><relatesTo>2,4</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Mind%2C+Brain+%26+Education%22">Mind, Brain & Education</searchLink>. Aug2022, Vol. 16 Issue 3, p197-208. 12p. 5 Charts, 1 Graph.
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  Data: *<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Comprehension+testing%22">Comprehension testing</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+function%22">Executive function</searchLink><br /><searchLink fieldCode="DE" term="%22Response+inhibition%22">Response inhibition</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+flexibility%22">Cognitive flexibility</searchLink>
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  Data: The aim of this study was to analyze the moderating effect of distress tolerance (DT) on the relationship between executive functions and academic performance (AP). Participants were 270 children aged 9–12 years. Executive functions (EFs)—working memory (WM), inhibition, and cognitive flexibility—and DT were evaluated using computerized tasks. Direct measures of reading comprehension and mathematical calculation, as well as school grades, were used to assess AP. Results showed that verbal WM and cognitive flexibility were positively associated with reading indicators, but to a greater extent among children with medium and low DT. A positive association was found between visuospatial WM, and a mathematical indicator, to a greater extent among children with medium and low DT. The EFs did not show explanatory capacity for AP in children with high DT. These results suggest that DT could function as a "compensatory" resource. We investigated whether children with lower memory, mental flexibility, and behavioral inhibition can perform well academically in school. Our results show that this is possible if they have a greater capacity to tolerate frustration, which shows the compensatory potential of emotional regulation skills in low cognitive abilities. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Mind, Brain & Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/mbe.12330
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        PageCount: 12
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      – SubjectFull: Academic achievement
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      – SubjectFull: Cognitive ability
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      – SubjectFull: Reading comprehension
        Type: general
      – SubjectFull: Comprehension testing
        Type: general
      – SubjectFull: Executive function
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      – SubjectFull: Response inhibition
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      – SubjectFull: Cognitive flexibility
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      – TitleFull: Executive Functions and Academic Performance: The Moderating Role of Distress Tolerance.
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              Text: Aug2022
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              Y: 2022
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