The impact of interiorizing symptoms and executive dysfunctions on the academic performance in primary school

Abstract

This study examines the impact of executive dysfunctions and the internalized symptoms on academic performance in primary school. A sample of 87 children of both sexes was randomly selected (mean = 10.80; SD = .73). The sample was classified in three groups according to academic performance (high, average and low), and was evaluated by means of the Raven´s Progressive Matrices (Raven, 1995), the Behavior Rating Inventory of Executive Function Self-Report (BRIEF-SR; Guy et al., 2004) and the Youth Self Report for ages 11-18 (YSR/11-18; Achenbach, 1991). The results show that a lower academic performance is associated with lower cognitive skills, and a presence of executive dysfunctions, especially in control and internalized symptomatology, in particular somatic disorders and social introversion. The inclusion in educational facilities of transversals programs of stimulation of executive functioning could help to reduce levels of academic failure.