Executive Functions and Academic Performance: The Moderating Role of Distress Tolerance. Issue 3 (17th June 2022)

• Record Type: Journal Article
• Authors: Andrés, María Laura; Canet‐Juric, Lorena; García‐Coni, Ana; Olsen, Cintia Daniela; Vernucci, Santiago; Galli, Juan Ignacio; Introzzi, Isabel; Richaud, María Cristina
• Other Names: Grammer Jennie guestEditor.; Matusz Paul guestEditor.; van Atteveldt Nienke guestEditor.
• Is Part Of: Mind, brain and education. Volume 16:Issue 3(2022)
• Page Start: 197
• Page End: 208
• Publication Date: 2022-06-17
• Subjects: Cognitive learning -- Periodicals; Education -- Research -- Periodicals; Developmental psychobiology -- Periodicals; Cognitive neuroscience -- Periodicals; Cognitive science -- Periodicals; Apprentissage cognitif -- Périodiques; Éducation -- Recherche -- Périodiques; Psychobiologie du développement -- Périodiques; Neurosciences cognitives -- Périodiques; Sciences cognitives -- Périodiques; 612.8233
• DOI: 10.1111/mbe.12330
• Languages: English
• ISSNs: 1751-2271

Abstract

Abstract: The aim of this study was to analyze the moderating effect of distress tolerance (DT) on the relationship between executive functions and academic performance (AP). Participants were 270 children aged 9–12 years. Executive functions (EFs)—working memory (WM), inhibition, and cognitive flexibility—and DT were evaluated using computerized tasks. Direct measures of reading comprehension and mathematical calculation, as well as school grades, were used to assess AP. Results showed that verbal WM and cognitive flexibility were positively associated with reading indicators, but to a greater extent among children with medium and low DT. A positive association was found between visuospatial WM, and a mathematical indicator, to a greater extent among children with medium and low DT. The EFs did not show explanatory capacity for AP in children with high DT. These results suggest that DT could function as a "compensatory" resource. LAY ABSTRACT: We investigated whether children with lower memory, mental flexibility, and behavioral inhibition can perform well academically in school. Our results show that this is possible if they have a greater capacity to tolerate frustration, which shows the compensatory potential of emotional regulation skills in low cognitive abilities.