Funciones cognitivas y rendimiento académico en los estudiantes de la Unidad Educativa Hispanoamérica, período lectivo 2024-2025

The objective of this research was to analyze the relationship between selective as a cognitive function and the academic performance of first-, second-, and third-year of high school students at the Hispanoamérica Educational Unit during the 2024–2025 school year. Cognitive functions are understood to be the mental processes that allow us to carry out any task. Attention as a cognitive function refers to the ability to select and maintain focus on relevant stimuli while ignoring other irrelevant elements. Academic performance, on the other hand, is a key indicator of school success. Methodologically, it has a quantitative approach with a non-experimental design. The type of research is correlational in scope, basic in terms of objectives, field-based, and cross-sectional in terms of time. The “d2” psychometric test was used as a technique. The study population was the students of the Hispanoamérica Educational Unit, and the sample was a non-probabilistic intentional sample of high school students. The analysis of the results determined that although there is a positive and statistically significant relationship between selective attention and academic performance in high school students at the Hispanoamérica Educational Unit, this influence is weak to moderate in magnitude. It was concluded that selective attention is a contributing factor to school performance, but not the only or most decisive one.

• Autor principal: Freire Yauli, Dayana Nicole (author)
• Format: bachelorThesis
• Idioma: spa
• Publicat: 2025
• Matèries: FUNCIONES COGNITIVAS; ATENCIÓN; CONTROL INHIBITORIO; RENDIMIENTO ACADÉMICO
• Accés en línia: http://dspace.unach.edu.ec/handle/51000/16072