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The objective of this research is to identify and describe, from a constructivist approach to learning, the role of executive functions in the vicissitudes and needs observed in the academic writing process of university students belonging to the subject of Educational Psychology (cohort 2019), framed in the Bachelor of Psychology degree at the 21st Century University, Río Cuarto headquarters. This study has arisen from the recognition of a practical problem noted in the dictation of said matter. The conceptual framework of academic writing and its relationship with executive functions were explored. Subsequently, a grid was prepared, integrating the approaches of Picún (2013) and Hernández Zamora (2009), with the aim of guiding and locating it in relation to the study population and the writing work requested in the subject. From the data collected, different modes of performance of executive functions in students are made, considered in relation to co-construction with the teacher. It is necessary for teachers to intervene in order to enhance their development, recognizing the responsibility of their role and attending to the multiple variables that influence the process. Palabras Claves: Escritura Académica; Funciones Ejecutivas; Rendimiento Académico; Enfoque Constructivista; Estudiantes Universitarios; Psicología Educacional

El rol de las funciones ejecutivas en las vicisitudes y necesidades presentes en los procesos de escritura académica en el nivel universitario