Response suppression, strategy application, and working memory in the prediction of academic performance and classroom misbehavior: A neuropsychological approach

Pluck, Graham; Villagomez-Pacheco, David; Karolys, María Isabel; Montaño-Córdova, María Emilia; Almeida-Meza, Pamela

doi:10.1016/j.tine.2019.100121

Cited by 9 publications

(4 citation statements)

References 57 publications

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“…Whereas for school children, there are highly replicated associations between neurocognitive performance and achievement, particularly for working memory [16,17], this result does not extend well to higher education [19,20]. One key difference is that students within different majors at university level are to a large extent self-selecting: students choose to study what they want to study.…”

Section: Discussionmentioning

confidence: 94%

“…Related to this, performance on neuropsychological tests, which also show significant variation even within the 'normal' population [15], are known to predict academic achievement. This has been particularly productive in regards to working memory in younger learners [16,17], but less successful within higher education, where long-term memory and behavioral regulation processes may be of more importance [18][19][20]. It is notable that associations with neuropsychological variables are seemingly always in the direction of lower test performance with lower academic achievement.…”

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confidence: 99%

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Differential associations of neurobehavioral traits and cognitive ability to academic achievement in higher education

Pluck

Mancero

Encalada

et al. 2020

Trends in Neuroscience and Education

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Background: People vary between each other on several neurobehavioral traits, which may have implications for understanding academic achievement. Methods: University-level Psychology or Engineering students were assessed for neurobehavioral traits, intelligence, and current psychological distress. Scores were compared with their grade point average (GPA) data. Results: Factors associated with higher GPA differed markedly between groups. For Engineers, intelligence, but not neurobehavioral traits or psychological distress, was a strong correlate of grades. For Psychologists, grades were not correlated with intelligence but they were with the neurobehavioral traits of executive dysfunction, disinhibition, apathy, and positive schizotypy. However, only the latter two were associated independently of psychological distress. Additionally, higher mixed-handedness was associated with higher GPA in the combined sample. Conclusions: Neurological factors (i.e., neurobehavioral traits and intelligence), are differentially associated with university-level grades, depending on the major studied. However, mixed-handedness may prove to be a better general predictor of academic performance across disciplines.

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Section: Discussionmentioning

confidence: 94%

mentioning

confidence: 99%

Differential associations of neurobehavioral traits and cognitive ability to academic achievement in higher education

Pluck

Mancero

Encalada

et al. 2020

Trends in Neuroscience and Education

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“…This finding suggests that cognitive control measures cannot account for gender disparities in academic achievement. Our findings also suggest that interference control and working memory are only tangentially associated with academic performance and that these correlations are ineffective at predicting academic performance variance over a three-year period (Dubuc, Leheudre, & Karelis, 2020;Pluck, Villagomez-Pacheco, Karolys, Montaño-Córdova, & Almeida-Meza, 2019).…”

Section: Literature Reviewmentioning

confidence: 65%

Investigation of educational psychology systems, self-efficacy, and student performance : Thematic Content Analysis

Harnani¹,

Irawan²,

Afriani³

2022

IJABIM

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Teachers' education has been examined in the literature on educational psychology. Educational psychology is component of the theory, research, and application of pieces of knowledge. We investigated whether the predictions of previous studies regarding the relationship between educational psychology and student performance, particularly performance and working memory, could be confirmed. Through a thorough literature review, we compile scientific publications from Science Direct, Google Scholar, and Emerald, as well as books written by education and psychology experts. Using a systematic literature research strategy, we collect scientific papers in order, from selection to analysis. Our research articles were analyzed using content analysis. Because our research is qualitative, the final result is a hypothesis based on the results of previous studies. We conduct research starting with the conceptualization of educational psychology and student work performance. After that, we investigated the relationship between educational psychology systems, self-efficacy, and student performance. After that, we investigated the relationship between educational psychology, self-efficacy, student work performance, and working memory

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“…The term EF refers to a family of top-down mental processes ( Diamond, 2013 ) and to the abilities needed for metacognitive control and direction of mental experience ( Lezak et al, 2004 ). EF is needed to concentrate and to pay attention ( Diamond, 2013 ) and is important for academic performance ( Pluck et al, 2019 ; Wang and Zhou, 2019 ; Dubuc et al, 2020 ). EF consists of capacities that enable a person to engage successfully in independent, purposive, self-directed, and self-serving behavior ( Lezak et al, 2004 ).…”

Section: Introductionmentioning

confidence: 99%

The Acute Effects of Standing on Executive Functioning in Vocational Education and Training Students: The Phit2Learn Study

et al. 2022

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Research suggests that sedentary behavior (SB) is negatively associated with cognitive outcomes. Interrupting prolonged sitting has been shown to improve cognitive functions, including executive functioning (EF), which is important for academic performance. No research has been conducted on the effect of standing on EF in VET students, who make up a large proportion of the adolescent population and who are known to sit more than other students of this age. In this study, we investigated the acute effects of reducing SB by short time standing on EF in vocational education and training (VET) students. In a randomized crossover study, 165 VET students were first taught for 15 min in seated position. After this, they performed while seated the Letter Memory Test for updating, and the Color Shape Test for shifting and inhibition. Students were randomly assigned to a sitting or standing condition. All students were taught again for 15 min and then took the same tests in the condition they were allocated to, respectively, standing or seated. After 1 week, the test procedure was repeated, in which students switched conditions. Mixed model analyses showed no significant effect of sitting or standing on updating, shifting, or inhibition. Also, no significant differences were found for the order of condition on updating, shifting, or inhibition. Our results suggest that 40 min of standing does not significantly influence EF among VET students.

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Response suppression, strategy application, and working memory in the prediction of academic performance and classroom misbehavior: A neuropsychological approach

Cited by 9 publications

References 57 publications

Differential associations of neurobehavioral traits and cognitive ability to academic achievement in higher education

Differential associations of neurobehavioral traits and cognitive ability to academic achievement in higher education

Investigation of educational psychology systems, self-efficacy, and student performance : Thematic Content Analysis

The Acute Effects of Standing on Executive Functioning in Vocational Education and Training Students: The Phit2Learn Study

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