Interactive model for understanding verification ability to learn in university students
Description
Executive functions are a set of mental abilities that allow human beings to consciously regulate their behavior and cognitive processing. In the university context it is vital that these high-level mental processes are active for the student to present an executive learning that allows him to verify if he is showing an effective behavior to learn. In this research we present an innovative explanatory model in which through the interaction of executive functions such as monitoring responsibilities, supervisory attentional system, conscious regulation of behavior, decision making, emotion regulation and management of elements to solve tasks, allow us to explain the ability to verify learning behavior. The study sample consisted of 2465 university students (26.9% Chile, 28.8% Ecuador and 44.30% Cuba) between 17 and 33 years of age (M = 20.3; SD = ±2.09). The proposed model presented adequate reliability values (α = .66 and .83; ω = .66 and .83), correlation (r = .31 and .58) and its adjustment was analyzed by means of the structural equation statistical process and good indicators were obtained CFI = .91, RMSEA = .04 (.04 - .05), SRMR = .04. The theoretical model contributes to the understanding of executive functions in the university context and suggests further research in which to intervene in the executive functions of the proposed model as a means of improving the ability to verify the learning behavior of university students.