Planeamento e memória de trabalho como preditores do desempenho académico em adolescentes dos 12 aos 17 anos
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O principal objetivo deste trabalho foi analisar o valor preditivo das funções executivas em relação a alterações no desempenho académico de adolescentes do ensino secundário, com base na autoavaliação e na avaliação parental. O estudo consistiu numa investigação quantitativa, não-experimental, descritivo-correlacional, com 265 adolescentes com idades compreendidas entre os 12 e os 17 anos. Os estudantes avaliaram as suas próprias funções executivas através da Self-Report Scale of Executive Functions, enquanto os seus pais/encarregados de educação as avaliaram através da Parental Scale of Executive Functions. O estatuto socioeconómico foi obtido através do Inquérito sobre o Estatuto Socioeconómico e o desempenho académico foi obtido a partir das pautas das classificações. Os resultados revelaram uma correlação positiva entre o desempenho académico e as funções executivas, tal como são percebidas pelos adolescentes e pelos pais, bem como entre o desempenho académico e o estatuto socioeconómico. Além disso, o desempenho académico foi significativamente explicado pelo estatuto socioeconómico e pelas actividades relacionadas com a memória de trabalho e o planeamento, de acordo com a perceção dos adolescentes e dos pais. Com base nestes resultados, o estudo conclui que os adolescentes são capazes de refletir sobre a eficácia das suas funções executivas de uma forma que é relevante para o seu desempenho académico, e que os pais podem fornecer informações relevantes sobre as funções executivas dos seus filhos. Além disso, os resultados evidenciam a importância do estatuto socioeconómico na análise da relação entre as funções executivas e o desempenho académico.
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