Executive performance and mathematic learning difficulties

Association with sociodemographic aspects

Authors

DOI:

https://doi.org/10.15448/1980-8623.2024.1.40944

Keywords:

Executive functions, mathematical performance, dysfunctions, sociodemographic factors

Abstract

Considering the association between Executive Functions (EF) and performance in mathematic, we aimed to analyse the low executive functions – which impact the individual’s personal, social, and educational functioning –, and their associations with this performance and sociodemographic aspects not already explored in students aged 8 to 12 years. One hundred and ten participants were evaluated using the MMSE, Coruja PROMAT, NEUPSILIN-INF, FDT and a Sociodemographic Questionnaire. Correlation and regression analysis indicated that low executive accomplishment influences performance in mathematics, especially considering working memory and cognitive flexibility. The variables gender, family income and parents’ age were not related to the presentation of low EF. In contrast, the sociodemographic aspects of school shift and parents’ education were shown to be related to executive performance, especially among public school students, revealing the importance of attention to these factors.

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Author Biographies

Alanny Nunes de Santana, Universidade Federal de Pernambuco (UFPE), Recife, PE, Brasil.

PhD in Cognitive Psychology from the Federal University of Pernambuco (UFPE), in Recife, PE, Brazil. Clinical psychologist with a focus on Cognitive-Behavioral. Researcher at the Laboratory of Cognitive Neuropsychology and Technological Innovation - Cognitive Lab (UFCG) and the Research Center in Experimental and Cultural Epistemology - NEC (UFPE).

Antonio Roazzi, Federal University of Pernambuco (UFPE), Recife, PE, Brazil.

PhD in Cognitive Developmental Psychology from the University of Oxford, Oxford, United Kingdom, and Applied Psychology from the Universitá degli Studi di Roma “La Sapienza”, in Rome, Italy, with post-doctorate in Psychology from the University of London, University of Oxford, Istituto di Scienze e Tecnologie della Cognizione, ISTC and Universitá degli Studi di Roma “La Sapienza”. Full Professor in the Department of Psychology at the Federal University of Pernambuco (UFPE), in Recife, PE, Brazil. Level 1A Researcher of CNPq. Coordinator of the Research Center in Experimental and Cultural Epistemology - NEC (UFPE).

Monilly Ramos Araujo Melo , Federal University of Campina Grande (UFCG), Campina Grande, PB, Brazil.

PhD in Cognitive Psychology from the Federal University of Pernambuco (UFPE), in Recife, PE, Brazil. Professor of the Psychology Course at the Federal University of Campina Grande (UFCG), in Campina Grande, PB, Brazil. Researcher and coordinator of the Laboratory of Cognitive Neuropsychology and Technological Innovation - Cognitive Lab (UFCG/CNPq), researcher of the Study and Research Group in Cognitive Psychology and Culture (Cognitive Psychology/UFPE/CNPq) and of the Research Group in Education and Psychometrics (UFPB/CNPq).

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2024-09-10

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Nunes de Santana, A., Roazzi, A., & Ramos Araujo Melo , M. (2024). Executive performance and mathematic learning difficulties: Association with sociodemographic aspects. Psico, 55(1), e40944. https://doi.org/10.15448/1980-8623.2024.1.40944

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