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Executive Functioning and Learning in Primary School Students
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Vicente, Marta Martínez; Riveiro, José Manuel Suárez; Barroso, Carlos Valiente – Electronic Journal of Research in Educational Psychology, 2019
Introduction: Executive functions involve cognitive and metacognitive abilities that make up a sophisticated system that monitors and reviews conduct involved in decision-making. These functions are critical for carrying out tasks and adaptive behavior. Among its components are inhibitory and attentional control, planning, self-regulation and…
Descriptors: Executive Function, Elementary School Students, Grade 5, Grade 6
The Effect of Autism Spectrum Disorders, Down Syndrome, Specific Learning Disorders and Hyperactivity and Attention Deficits on the Student-Teacher Relationship (Incidencia de Trastornos del Espectro Autista, Síndrome Down, Dificultades Específicas de Aprendizaje, y el TDAH en la Relación Alumno-Profesor)
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Prino, Laura Elvira; Pasta, Tiziana; Gastaldi, Francesca Giovanna Maria; Longobardi, Claudio – Electronic Journal of Research in Educational Psychology, 2016
Introduction: Despite the clear relevance of the Student-teacher relationship, studies have rarely encompassed subjects with special education needs. Our study focused on the differences perceived by teachers in their relationships with these students. Method: We described the results obtained with different groups of children with special…
Descriptors: Autism, Pervasive Developmental Disorders, Down Syndrome, Learning Disabilities
Hyperactivity in Childhood as a Predictor of School Performance in Elementary School: Modifying Effect of a Serotonin Receptor Gene (5-HTR2A)
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Pulkki-Raback, Laura; Pullmann, Helle; Hintsanen, Mirka; Alatupa, Saija; Ravaja, Niklas; Lehtimaki, Terho; Keltikangas-jarvinen, Liisa – Electronic Journal of Research in Educational Psychology, 2010
Introduction: Genes have been suggested to interact with predictors of school performance, but evidence is scarce. The purpose was to examine whether a hyperactive temperament leads to different school performance, depending on variability in a serotonin receptor gene (5-HTR2A). Method: The participants were a population-based sample of 909 girls…
Descriptors: Grade Point Average, Educational Objectives, Outcomes of Education, Academic Achievement