Task Monitoring and Working Memory as Executive Components Predictive of General and Specific Academic Achievements in 6-9-Year-Old Children.

Academic achievement has been linked to executive functions. However, it is necessary to clarify the different predictive role that executive functions have on general and specific academic achievement and to determine the most predictive executive factor of this academic achievement. The relationship and predictive role between executive functions and their components (initiative, working memory, task monitoring, organization of materials, flexibility, emotional control, inhibition, self-monitoring) with academic achievement are analyzed in this study, both globally and specifically in the areas of Language Arts and Mathematics, in 133 students from 6 to 9 years of age. The relationship obtained in Pearson's correlation analysis does not differ substantially between overall achievement (r = 0.392) and specific achievement (r = 0.361, r = 0.361), but task monitoring (r = 0.531, r = 0.455, r = 0.446) and working memory (r = 0.512, r = 0.475, r = 0.505) had a greater relationship with general and specific achievement. Finally, regression analyses based on correlation results indicate that executive functions predict general academic performance (14.7%) and specific performance (12.3%, 12.2%) for Language Arts and Mathematics, respectively. Furthermore, working memory and task supervision represent 32.5% of general academic performance, 25.5% of performance in Language Arts, and 27.1% of performance in Mathematics. In conclusion, this study yielded exploratory data on the possible executive functions (task supervision and working memory) responsible for good general academic achievements and specific academic achievements in Mathematics and Language Arts.

Social, Family, and Educational Impacts on Anxiety and Cognitive Empathy Derived From the COVID-19: Study on Families With Children.

This research aims to monitor the current situation of confinement in Spanish society motivated by COVID-19 crisis. For this, a study of its socio-family, psychological and educational impact is conducted. The sample (N = 165 families, 89.1% nuclear families with children living in the same household and 20.5% with a relative in a risk group) comes from the Aragonese region (Spain). The instruments used are: Beck-II Depression Inventory (BDI-II); Baron-Cohen and Wheelwright's Empathy Quotient (EQ) with its cognitive empathy subscale, as well as an ad-hoc questionnaire, reviewed by a panel of experts, to learn about socio-personal, family and housing conditions, use of technology, involvement in school tasks and household, and working condition. The multiple regression analysis results show that the anxiety derived from the current situation is explained in 23.1% (p < 0.001) by the variables: gender (t = -2.31, p = 0.022), level of Internet consumption (t = 2.139, p = 0.034), increase of family conflicts (t = 2.980, p = 0.003) and help with school tasks (t = 2.980, p = 0.040). On the other hand, cognitive empathy is explained in 24.6% (p < 0.001) by the variables: gender (t = -4.690, p < 0.001) and mother's hours of teleworking (t = 2.101, p = 0.037). All this leads us to conclusions related to preventive systems of social, psychological, and educational aspects to better serve families. These conclusions can be also be transferred to the future with an inclusive care to family settings from those three parameters.

Executive Functions and SelfEsteem in Academic Performance: A Mediational Analysis.

OBJECTIVE: Once the paradigm of intelligence as the only predictor of academic performance has been overcome, the influence of other variables, such as reasoning, verbal fluency, executive functions, motivation and self-esteem, was studied. METHOD: For this purpose, an exploratory and incidental research design was used in a sample of 132 subjects aged 6-9 years. Different instruments were administered: RAVEN, Effective Reading, Brief II, MAPE II, and Coopersmith Scale, respectively. RESULTS: The results indicate that the predictive model formed by reasoning, verbal fluency, executive functions, and self-esteem explains 55.4% of the academic results. As mediating variables, self-esteem emerges as a predictor of both cognitive and motivational variables, and executive functions, as a predictor of emotional and motivational variables. DISCUSSION: This implies theoretical and practical implications of an educational nature with practical implications in primary school classrooms, in order to implement plans to develop self-esteem and executive functions.

OBJETIVO: Superado el paradigma de la inteligencia como predictor único del rendimiento académico, se estudia la influencia de otras variables como el razonamiento, fluidez verbal, funciones ejecutivas, motivación y autoestima. MÉTODO: Para ello, se sirvió de un diseño de investigación de carácter exploratorio e incidental en una muestra de 132 sujetos de 6 a 9 años. Se administraron diferentes instrumentos, como las pruebas RAVEN, Lectura Eficaz, Brief II, MAPE II y Escala Coopersmith respectivamente. RESULTADOS: Los resultados señalan que el modelo predictivo formado por razonamiento, fluidez verbal, funciones ejecutivas y autoestima explica un 55.4% de los resultados académicos. Como variables mediadoras emergen la autoestima, sobre variables tanto de carácter cognitivo como motivacional, y las funciones ejecutivas sobre variables emocionales y motivacionales. DISCUSIÓN: Esto supone implicaciones teóricas y prácticas de carácter educativo con implicaciones prácticas en las aulas de primaria para la implementación de planes de desarrollo de la autoestima y las funciones ejecutivas.

The Relationship Between Executive Functions and Academic Performance in Primary Education: Review and Meta-Analysis.

The purpose of this study was to research the relationship between executive functions and academic performance in primary education (6-12 years). Based on 21 samples (n = 7,947), a meta-analysis of random effects demonstrated a moderately significant weighted effect size (r = 0.365) and was found to be a good predictor of academic performance. For the subjects of language and mathematics, the results of the random effects model were similar and slightly higher for mathematics (r = 0.350; r = 0.365). Thus, the theory that executive functions have greater influence on mathematical performance is supported, especially in aspects such as coding, organization, and the immediate retrieval of information. Regarding the different executive function components (working memory, inhibition, cognitive flexibility, and planning), working memory had the highest presence (k = 14, n = 3,740) and predictive weight for performance, with an effect size of r = 0.370 for random effects, with a moderate level of significance. The moderating effect of variables such as gender and age were also analyzed. After performing a meta-regression, gender resulted in a value of R 2 = 0.49; the age variable was not significant. This result is especially important since age has traditionally been considered to be the moderating variable of executive functions. The review reveals a good predictive power of executive functions in the primary education stage, and it is even higher at the early ages, indicating its great significance in describing future performance. The study also revealed the competencies and specific aspects of the executive functions that affect the way in which its components intervene in the academic area, demonstrating the mediating effect of variables such as physical fitness, motor skills, and memory processes.

Identification and Evaluations of Novel Insecticidal Proteins from Plants of the Class Polypodiopsida for Crop Protection against Key Lepidopteran Pests.

Various lepidopteran insects are responsible for major crop losses worldwide. Although crop plant varieties developed to express Bacillus thuringiensis (Bt) proteins are effective at controlling damage from key lepidopteran pests, some insect populations have evolved to be insensitive to certain Bt proteins. Here, we report the discovery of a family of homologous proteins, two of which we have designated IPD083Aa and IPD083Cb, which are from Adiantum spp. Both proteins share no known peptide domains, sequence motifs, or signatures with other proteins. Transgenic soybean or corn plants expressing either IPD083Aa or IPD083Cb, respectively, show protection from feeding damage by several key pests under field conditions. The results from comparative studies with major Bt proteins currently deployed in transgenic crops indicate that the IPD083 proteins function by binding to different target sites. These results indicate that IPD083Aa and IPD083Cb can serve as alternatives to traditional Bt-based insect control traits with potential to counter insect resistance to Bt proteins.

¿Hacia un modelo integral de coaching educativo?: Inferencia hacia competencias ejecutivas y liderazgo / Towards a Comprehensive Model of Educational Coaching? Inference towards executive competences and leadership

Este trabajo alude a la investigación resultante del desarrollo del Modelo Integral de Coaching Educativo (MICE) (www.EducationalPaths.com/MICE) durante dos cursos educativos realizados a través de la formación, tanto en procesos de coaching individual como grupal, con profesores no universitarios de Aragón (España). Los datos se han recopilado a través de un cuestionario sobre expectativas, un cuestionario sobre competencias técnicas, un cuestionario sobre competencias transversales, un grupo de discusión y un cuestionario abierto enviado en línea para explorar la repercusión de la capacitación. Concluimos con resultados relacionados con las expectativas sobre la capacitación en Coaching Educativo; sus aspectos de mejora, competencias y expectativas desarrolladas; y competencias relacionadas con las funciones de dirección y docentes. Entre los aspectos más destacados de los resultados, el estudio revela que MICE fomenta el entrenamiento en el aula (a través de tutoriales, grupos de trabajo, atención al uso del lenguaje, etc.). También fomenta, entre otras cosas, el establecimiento de un ambiente de clase apropiado, respeto por los estudiantes, respeto por las iniciativas de los estudiantes, apoyo para la toma de decisiones, empatía y una mejor gestión de la información y las emociones positivas. El estudio proporciona resultados clasificados por género, conexiones con equipos de gestión, nivel educativo y características del centro educativo (administrado de forma privada / financiado con fondos públicos y público)

This work alludes to the research resulting from the development of the Comprehensive Model of Educational Coaching (MICE) (www.EducationalPaths.com/MICE) during two educational courses performed through training, in both individual and team coaching processes, with non-university teachers from Aragon (Spain). Data has been collected through a questionnaire about expectations, a questionnaire about technical competences, a questionnaire about transversal competences, a discussion group and an open questionnaire sent online to explore the repercussion of the training. We conclude with results related to the expectations about Educational Coaching training; its aspects for improvement, developed competences and expectations; and competences related to the managerial and teaching functions. Among highlights of the results, the study reveals that MICE encourages classroom coaching (through tutorials, work groups, attention to language use, etc.). It also fosters, among other things, the establishment of an appropriate classroom environment, respect for the students, regard for student initiatives, decision-making support, empathy and better management of information and positive emotions. The study provides results categorized by gender, connections to management teams, educational level, and characteristics of the education centre (privately administered/publicly financed and public)

La contribución de la psicología ecológica al desarrollo moral. Un estudio con adolescentes / The contribution of ecological psychology to moral development. A study with adolescents

La sensibilización y el conocimiento acerca de los valores que poseen los adolescentes, es un aspecto relevante para comprender el desarrollo moral de los mismos. La teoría moral de Kohlberg, basada en un planteamiento cognitivo-evolutivo, ha sido y aún supone una perspectiva para estudiar dicho ámbito. En cambio, ésta presenta algunas limitaciones, por lo que se pretende conexionar esta teoría kohlberiana junto a la ecológica de Bronfenbrenner, sustentada en un enfoque culturalista, con el fin de comprender de forma más integral el desarrollo moral, y como parte de éste, los valores de los jóvenes. Por ello, ambas teorías son un marco idóneo para analizar el desarrollo moral de los sujetos dentro de un contexto. Para implementar esta idea, se expone una investigación en la que se describen los dilemas y valores morales y, el nivel de razonamiento que poseen los adolescentes en relación con la teoría de Kohlberg y la de Bronfenbrenner. El análisis teórico y las conclusiones empíricas de este trabajo conducen a planteamientos psicoevolutivos y de intervención. (AU)