Relationship between neuropsychological cognitive and socioemotional aspects in Primary School students

Abstract

This study analyzes the relationship between different neuropsychological and educational aspects such as academic performance, competences, reading comprehension, empathy, creativity and self-concept. The general objective is to study the relationship between the neurocognitive and socio-emotional variables involved in the teaching-learning process. 82 students participated, 42 men and 40 women, from the 3rd year of Primary Education of a concerted school in Avila (Spain). As instruments and materials, academic performance, the individual assessment test, ACL (reading comprehension evaluation), BES-A (Short Basic Empathy Scale), CREA (Creative Intelligence) and a self-concept questionnaire are analyzed. A descriptive analysis of the study variables was carried out using the calculation of the Mean and Standard Deviation. Subsequently, the correlations between variables were calculated using the Pearson correlation index. Finally, for the comparison between groups, a one-way ANOVA was performed. Among the results were relationships between performance, skills and reading comprehension, between the qualification of the subject of Mathematics and the level of cognitive empathy, and self-concept, and between creativity and mathematical proficiency and critical reading comprehension. When comparing students with medium and high performance, differences were found in their level of reading comprehension and self-concept. Students with low and high creativity differ in their level of mathematical proficiency. It is latent the need to design neuropsychological intervention programs that work together on all these variables, in order to achieve an integral development of our students, both in cognitive, emotional and social aspects.