English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Tools annual

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Presents the access of premium content as premium feature

Premium Content

Global: Zendy Plus annual

Global: Zendy Free Plan

espanolDentro de la multiplicidad de variables que influyen en el aprendizaje y en el rendimiento academico, las funciones ejecutivas y el estres cotidiano se consideran esenciales en la investigacion actual. Este trabajo tiene como objetivo general estudiar las relaciones entre variables vinculadas a las funciones ejecutivas, el estres infantil y el rendimiento academico obteniendo informacion de 649 estudiantes de Educacion Primaria. Se conforman tres grupos (bajo-medio-alto) segun la funcionalidad ejecutiva y el estres infantil, cuyos resultados evidencian diferencias significativas en rendimiento academico entre los grupos alto y medio-bajo, tanto en el caso de las funciones ejecutivas como del estres global. Se concluye reivindicando programas para mejorar el funcionamiento ejecutivo, junto con intervenciones psicoeducativas para la adquisicion y el desarrollo de estrategias de afrontamiento para manejar situaciones estresantes cuyo fin ultimo sea mejorar el rendimiento academico. EnglishWhile there are multiple variables that influence learning and academic achievement, current research considers executive functions and daily stress to be essential. The general aim of this study was to examine how variables pertaining to executive functions and childhood stress relate to academic achievement, obtaining information from 649 primary school students for this purpose. Three groups (low-medium-high) were formed according to levels of executive functioning and levels of childhood stress. The results showed significant differences in academic achievement between high and medium-low groups, both in executive functions and in overall stress. We conclude with a call for programs that improve executive functioning, as well as psychoeducational interventions that promote acquisition and development of coping strategies to manage stressful situations, with the ultimate purpose of improving academic achievement.

Rendimiento Académico según Distintos Niveles de Funcionalidad Ejecutiva y de Estrés Infantil Percibido