Socioeconomic Status, Executive Functions and Metacognition in Adolescents

Authors

  • Mercedes Luján García Pontifical Catholic University of Argentina. Teresa de Avila Faculty. Faculty of Humanities. Paraná, Entre Ríos https://orcid.org/0009-0007-5195-6810
  • Chiara Lucia Tizzoni Pontifical Catholic University of Argentina. Teresa de Avila Faculty. Faculty of Humanities. Paraná, Entre Ríos https://orcid.org/0009-0005-6910-9308
  • Candela Tortul Pontifical Catholic University of Argentina. Teresa de Avila Faculty. Faculty of Humanities. Paraná, Entre Ríos ; Pontifical Catholic University of Argentina. Teresa de Avila Faculty. Interdisciplinary Research Center on Values, Integration and Social Development (CIIVIDS) https://orcid.org/0000-0002-0995-4025
  • Vanessa Arán Filippetti Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET). Buenos Aires, República Argentina ; Centro Interdisciplinario de Investigaciones en Ciencias de la Salud y del Comportamiento (CIICSAC). 269 / 5,000 National Scientific and Technical Research Council (CONICET). Buenos Aires, Argentina; Interdisciplinary Center for Research in Health and Behavioral Sciences (CIICSAC). Adventist University of El Plata (UAP), Entre Ríos, Argentina. https://orcid.org/0000-0002-0753-5089

DOI:

https://doi.org/10.46553/RPSI.20.40.2024.p7-23

Keywords:

Adolescents, metacognition, executive function, socioeconomic stratum

Abstract

The aim of the present study was to analyze the effect of socioeconomic status (SES) on executive functions (EF) and metacognition in adolescents and to examine the relationship between executive performance and metacognition based on SES. The sample of 100 adolescents aged 14 to 15 years was divided into two groups: 50 adolescents from the middle socioeconomic status (Middle-SES) and 50 from the low socioeconomic status (Low-SES). The WISC-IV Working Memory (WM) Index, the Trail Making Test, and the Stroop Color and Word Test were used to assess EF. Additionally, the Metacognitive Awareness Inventory (MAI) and the Graffar-Méndez Castellano scale were used. Multivariate analysis of variance (MANOVA), multiple regressions, and Pearson's correlation were employed. The findings revealed that the Middle-SES group outperformed the Low-SES group in tasks assessing EF, while the Low-SES group scored higher in some metacognitive skills. The mother's educational level and profession were the main predictors of executive performance. Additionally, metacognitive skills were selectively associated with EF, with differences depending on SES. This study has significant implications for designing interventions to enhance EF and foster the development of robust metacognitive skills.

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References

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Published

10/31/2024

How to Cite

García, M. L., Tizzoni, C. L., Tortul, C., & Arán Filippetti, V. (2024). Socioeconomic Status, Executive Functions and Metacognition in Adolescents. Revista De Psicología, 20(40), 7–23. https://doi.org/10.46553/RPSI.20.40.2024.p7-23

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Articles