School
performance
is
,
by
definition
,
a
complex
variable
that
may
depend
on
a
variety
of
factors
,
even
though
it
is
on
tasks
that
are
mainly
cognitive
(
Fragoso
&
Alcántara
,
2003
;
Gutiérrez
,
1996
)
.
However
,
recent
research
has
also
considered
the
role
by
emotional
variables
such
as
anxiety
(
Ezpeleta
et
al
.
,
2005
;
Margalit
&
Shulman
,
1996
)
,
school
stress
or
daily
stress
(
Lindau
et
al
.
,
2007
)
and
academic
motivation
(
Baker
,
2003
;
Kaminski
et
al
.
,
1999
)
in
relation
to
children
?
s
academic
grades
.
The
relationship
between
basic
cognitive
function
,
composed
of
attention
and
memory
variables
,
and
children
?
s
basic
learning
in
primary
school
been
well
documented
(
Echevarry
,
Godoy
&
Olaz
,
2007
;
Wesnes
et
al
.
,
2009
;
Wesnes
,
Pincock
,
Richardson
,
Helm
&
Halis
,
2003
;
Wesnes
,
Ward
,
McGinty
&
Petrini
,
2000
)
.
However
,
although
the
direct
relationship
between
cognition
and
performance
now
widely
accepted
,
research
has
yet
to
elucidate
fully
the
variables
that
affect
this
relationship
and
which
mediate
or
modify
the
effect
of
cognitive
skills
on
school
performance
.
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