Funciones ejecutivas en estudiantes de una institución educativa secundaria rural en Ayacucho, Perú
Executive functions in students of a rural secondary educational institution in Ayacucho, PeruBarra lateral del artículo
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Contexto: El análisis de habilidades cognitivas y el control ejecutivo en escolares permite optimizar su rendimiento académico y conductual, ya que facilita la identificación temprana de fortalezas y debilidades, posibilitando intervenciones pedagógicas personalizadas que promueven un desarrollo integral y un aprendizaje más eficaz. Objetivo: comparar la autopercepción de las funciones ejecutivas en estudiantes de educación secundaria de la Institución Educativa rural "San Cristóbal", Ayacucho, Perú. Metodología: estudio cuantitativo, con diseño descriptivo-comparativo, no experimental y transversal. La muestra censal fue de 160 estudiantes, 88 varones y 72 mujeres, entre 12 y 17 años, a los que se les aplicó el Cuestionario Evaluación de Funciones Ejecutivas. Resultados: El análisis global no mostró diferencias estadísticamente significativas entre sexos en la muestra total de secundaria (p = 0.084 a 0.922), aunque la memoria de trabajo se aproximó al umbral (p = 0.084). Sin embargo, las trayectorias evolutivas revelaron un patrón diferencial, las mujeres experimentaron descensos significativos en todas las comparaciones interanuales (p = 0.001 a 0.019), con una reducción de su heterogeneidad (DE de 26 en 1° a 9.3 en 5°). Los varones solo mostraron cambios entre 1° y 3° (p = 0.010 y p = 0.025). La brecha inicial en 1° año (conducta: 59 mujeres vs. 36 varones) se invirtió en cognición para 4° año (11.1 mujeres vs. 14.7 varones). Conclusión: existen trayectorias madurativas diferenciales, recomendando acompañamiento en 1° año e intervenciones focalizadas en flexibilidad y promover conciencia metacognitiva en varones.
Background: The analysis of cognitive skills and executive control in schoolchildren is essential for optimizing academic and behavioral outcomes. It facilitates the early detection of strengths and weaknesses, enabling tailored pedagogical interventions that foster holistic development and more effective learning processes. Objective: This study aims to compare the self-perception of executive functions (EF) among secondary school students at the "San Cristóbal" rural educational institution in Ayacucho, Peru. Methodology: A quantitative study was conducted using a descriptive-comparative, non-experimental, and cross-sectional design. A census-based sample consisted of 160 students (88 males and 72 females) aged 12 to 17 years. The Executive Functions Evaluation Questionnaire was administered as the primary assessment tool. Results: Global analysis revealed no statistically significant differences between sexes in the total secondary school sample (p = 0.084 to 0.922), although working memory approached the significance threshold (p=0.084). However, developmental trajectories followed a differential pattern: females exhibited significant declines across all inter-annual comparisons (p=0.001 to 0.019), accompanied by a reduction in heterogeneity (SD decreased from 26 in 1st grade to 9.3 in 5th grade). In contrast, males only showed significant changes between the 1st and 3rd grades (p=0.010 and p=0.025). The initial gap in the 1st year (behavior: 59 females vs. 36 males) reversed in the cognitive domain by the 4th year (11.1 females vs. 14.7 males). Conclusions: The findings indicate the existence of differential maturational trajectories. The study recommends implementing guidance and support during the first year of secondary education, alongside focused interventions to enhance cognitive flexibility and promote metacognitive awareness in male students.
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