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ORIGINAL RESEARCH article

Front. Psychol.
Sec. Educational Psychology
Volume 15 - 2024 | doi: 10.3389/fpsyg.2024.1323317

Dysexecutive Symptomatology in Everyday Functioning and Academic Achievement in Adolescents

Provisionally accepted
María V. Pablo-Ríos María V. Pablo-Ríos 1,2*Enrique Navarro Asencio Enrique Navarro Asencio 3Patricia M. Gordo Patricia M. Gordo 2Raquel García-Gómez Raquel García-Gómez 2Claudia Porras Truque Claudia Porras Truque 2Luis M. Garcia-Moreno Luis M. Garcia-Moreno 2
  • 1 Faculty of Education and Psychology, Francisco of Vitoria University, Pozuelo de Alarcón, Madrid, Spain
  • 2 Departamento de Psicobiologia, Universidad Complutense de Madrid, Madrid, Madrid, Spain
  • 3 Department of Research and Psychology in Education, Faculty of Education, Complutense University of Madrid, Madrid, Madrid, Spain

The final, formatted version of the article will be published soon.

    Background: During the educational stage, academic achievement depends on various social, family, and personal factors. Among the latter, executive skills in everyday life play a significant role in dealing with the academic demands of adolescents. Therefore, the aim of this study is to ascertain the effects of executive symptomatology in everyday functioning on academic achievement in adolescents. Method: The study involved 910 students aged between 13 and 15 years (M=14.09, SD=0.68) from both public and private schools in the Community of Madrid. The DEX, BDEFS-CA, and BRIEF-SR questionnaires were utilised to assess executive difficulties, while grades in language, mathematics, and natural sciences were used as a measure of academic achievement. Results: The data revealed statistically significant differences in working memory, emotional control, materials organisation, and task completion. In relation to language and natural sciences subjects. In the case of mathematics, emotional control and task completion were significant variables. Conclusions: Our results indicate that certain executive skills that are manifested in everyday life activities can contribute, albeit in a variable way, to academic achievement in the subjects studied. This aspect is relevant insofar as it allows us to develop preventive interventions based on the executive training of these everyday skills.

    Keywords: adolescence, Language, Mathematics, academic performance, dysexecutive

    Received: 17 Oct 2023; Accepted: 10 May 2024.

    Copyright: © 2024 Pablo-Ríos, Navarro Asencio, Gordo, García-Gómez, Porras Truque and Garcia-Moreno. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: María V. Pablo-Ríos, Faculty of Education and Psychology, Francisco of Vitoria University, Pozuelo de Alarcón, 28223, Madrid, Spain

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.