Executive functions, creativity, and academic performance in Argentine university students. A mediation analysis
Descripción del Articulo
The relationship between executive functions (EF), creative personality, and academic performance in Argentine university students was examined. A total of 248 students (M = 22.97 years, SD = 4.43) from various Argentine provinces participated. The Adult Executive Functioning Inventory (ADEXI), the...
| Autores: | , |
|---|---|
| Formato: | artículo |
| Fecha de Publicación: | 2025 |
| Institución: | Universidad San Ignacio de Loyola |
| Repositorio: | Revistas - Universidad San Ignacio de Loyola |
| Lenguaje: | español inglés |
| OAI Identifier: | oai:revistas.usil.edu.pe:article/2152 |
| Enlace del recurso: | https://revistas.usil.edu.pe/index.php/pyr/article/view/2152 |
| Nivel de acceso: | acceso abierto |
| Materia: | Academic performance University students Creativity Executive functions Mediation Rendimiento académico Estudiantes universitarios Creatividad Funciones ejecutivas Mediación |
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Revistas - Universidad San Ignacio de Loyola |
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Executive functions, creativity, and academic performance in Argentine university students. A mediation analysis Funciones ejecutivas, creatividad y rendimiento académico en estudiantes universitarios argentinos. Un análisis de mediación |
| title |
Executive functions, creativity, and academic performance in Argentine university students. A mediation analysis |
| spellingShingle |
Executive functions, creativity, and academic performance in Argentine university students. A mediation analysis Yado, Luz Milagros Academic performance University students Creativity Executive functions Mediation Rendimiento académico Estudiantes universitarios Creatividad Funciones ejecutivas Mediación |
| title_short |
Executive functions, creativity, and academic performance in Argentine university students. A mediation analysis |
| title_full |
Executive functions, creativity, and academic performance in Argentine university students. A mediation analysis |
| title_fullStr |
Executive functions, creativity, and academic performance in Argentine university students. A mediation analysis |
| title_full_unstemmed |
Executive functions, creativity, and academic performance in Argentine university students. A mediation analysis |
| title_sort |
Executive functions, creativity, and academic performance in Argentine university students. A mediation analysis |
| dc.creator.none.fl_str_mv |
Yado, Luz Milagros Krumm, Gabriela |
| author |
Yado, Luz Milagros |
| author_facet |
Yado, Luz Milagros Krumm, Gabriela |
| author_role |
author |
| author2 |
Krumm, Gabriela |
| author2_role |
author |
| dc.subject.none.fl_str_mv |
Academic performance University students Creativity Executive functions Mediation Rendimiento académico Estudiantes universitarios Creatividad Funciones ejecutivas Mediación |
| topic |
Academic performance University students Creativity Executive functions Mediation Rendimiento académico Estudiantes universitarios Creatividad Funciones ejecutivas Mediación |
| description |
The relationship between executive functions (EF), creative personality, and academic performance in Argentine university students was examined. A total of 248 students (M = 22.97 years, SD = 4.43) from various Argentine provinces participated. The Adult Executive Functioning Inventory (ADEXI), the Cognitive Flexibility Scale, the Creative Behavior Scale (ECC), and the Creative Personality Scale (EPC) were used, along with academic performance data and sociodemographic information. Data were collected online through Google Forms and analyzed using Spearman correlations and mediation analysis with robust Maximum Likelihood estimator and Bootstrap. Cognitive flexibility exhibited the most robust correlation with grade point average (r = .281, p < .001), followed by working memory difficulties (r = -.234, p < .001). Creative personality correlated positively with grade point average (r = .249, p < .001). The mediation analysis confirmed a significant direct effect of cognitive flexibility on academic performance (β = 0.292, p < .001), as well as a weak but significant indirect effect through creative personality (β = 0.088, p = .016), evidencing partial mediation. The model explained 10% of the variance in academic performance. Findings underscore the relevance of cognitive flexibility as the primary predictor of university academic success and a complementary but minor role of creative personality. |
| publishDate |
2025 |
| dc.date.none.fl_str_mv |
2025-12-23 |
| dc.type.none.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
| format |
article |
| status_str |
publishedVersion |
| dc.identifier.none.fl_str_mv |
https://revistas.usil.edu.pe/index.php/pyr/article/view/2152 10.20511/pyr2025.v13.2152 |
| url |
https://revistas.usil.edu.pe/index.php/pyr/article/view/2152 |
| identifier_str_mv |
10.20511/pyr2025.v13.2152 |
| dc.language.none.fl_str_mv |
spa eng |
| language |
spa eng |
| dc.relation.none.fl_str_mv |
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Executive functions, creativity, and academic performance in Argentine university students. A mediation analysisFunciones ejecutivas, creatividad y rendimiento académico en estudiantes universitarios argentinos. Un análisis de mediaciónYado, Luz MilagrosKrumm, GabrielaAcademic performanceUniversity studentsCreativityExecutive functionsMediationRendimiento académicoEstudiantes universitariosCreatividadFunciones ejecutivasMediaciónThe relationship between executive functions (EF), creative personality, and academic performance in Argentine university students was examined. A total of 248 students (M = 22.97 years, SD = 4.43) from various Argentine provinces participated. The Adult Executive Functioning Inventory (ADEXI), the Cognitive Flexibility Scale, the Creative Behavior Scale (ECC), and the Creative Personality Scale (EPC) were used, along with academic performance data and sociodemographic information. Data were collected online through Google Forms and analyzed using Spearman correlations and mediation analysis with robust Maximum Likelihood estimator and Bootstrap. Cognitive flexibility exhibited the most robust correlation with grade point average (r = .281, p < .001), followed by working memory difficulties (r = -.234, p < .001). Creative personality correlated positively with grade point average (r = .249, p < .001). The mediation analysis confirmed a significant direct effect of cognitive flexibility on academic performance (β = 0.292, p < .001), as well as a weak but significant indirect effect through creative personality (β = 0.088, p = .016), evidencing partial mediation. The model explained 10% of the variance in academic performance. Findings underscore the relevance of cognitive flexibility as the primary predictor of university academic success and a complementary but minor role of creative personality.Se examinó la relación entre las funciones ejecutivas (FE), la personalidad creadora y el rendimiento académico en estudiantes universitarios argentinos. Participaron 248 estudiantes (M = 22.97 años, DE = 4.43) de diversas provincias argentinas. Se utilizaron el Inventario de Funcionamiento Ejecutivo de Adulto (ADEXI), la Escala de Flexibilidad Cognitiva, la Escala de Comportamiento Creativo (ECC), la Escala de Personalidad Creativa (EPC), junto con datos del rendimiento académico e información sociodemográfica. Los datos se recolectaron en línea mediante Google Forms y se analizaron mediante correlaciones de Spearman y análisis de mediación con estimador de Máxima Verosimilitud robusto y Bootstrap. La flexibilidad cognitiva evidenció la correlación más robusta con el promedio de cursado (r = .281, p < .001), seguida por las dificultades en memoria de trabajo (r = -.234, p < .001). La personalidad creadora correlacionó positivamente con el promedio de cursado (r = .249, p < .001). El análisis de mediación confirmó un efecto directo significativo de la flexibilidad cognitiva sobre el promedio (β = 0.292, p < .001), así como un efecto indirecto débil pero significativo a través de la personalidad creadora (β = 0.088, p = .016), evidenciando una mediación parcial. El modelo explicó el 10% de la variabilidad del rendimiento académico. Los hallazgos subrayan la relevancia de la flexibilidad cognitiva como predictor del éxito académico universitario y un papel complementario, pero menor, de la personalidad creadora.Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú.2025-12-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://revistas.usil.edu.pe/index.php/pyr/article/view/215210.20511/pyr2025.v13.2152Propósitos y Representaciones; ##issue.vol## 13 (2025): Enero - Diciembre; e2152Propósitos y Representaciones; Vol. 13 (2025): Enero - Diciembre; e2152Propósitos y Representaciones. 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Theory Into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2Derechos de autor 2025 Propósitos y Representacioneshttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessoai:revistas.usil.edu.pe:article/21522026-03-30T16:21:23Z |
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13.072473 |
Nota importante:
La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
