Relationship between Executive Functions and the Curriculum:
A Systematic Review
DOI:
https://doi.org/10.17981/cultedusoc.15.1.2024.4984Keywords:
Executive functions; curriculum; systematic review; education; neuropsychology; neuroeducationAbstract
Introduction: This research focuses on the relationship between executive functioning and academic success of college students. At present, there is a lot of information about executive functioning in the school context, but little or no information in the university context. Objective: To explore the literature that shows relationships between executive functions and curriculum. Methodology: The qualitative methodology of literature review based on the PRISMA system was used. Search equations were used in the different engines and databases. The search was conducted with publications in Spanish. Results: Most of the articles presented information on these two variables, but only in the context of secondary education. We found no information on executive functioning and curriculum in future teachers. Conclusions: There is little evidence of the relationship between curriculum, academic success, and executive function, which implies a novel, interesting, and necessary workspace. It is important to address this phenomenon because psychological factors such as emotional control, which is one of the main executive functions, can be essential to help university students in their academic work.
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