Abstract

ntroduction: Executive functions (EF) are one of the most relevant components for the academic success of children and young people, as they enable effective regulation of cognitive processes, social adjustment, and academic performance. On the other hand, self-regulated learning management (SRLM) allows students to consciously seek strategies for learning, self-motivated, and have confidence in their abilities as learners, facilitating active problems solving, generating alternatives, and anticipating responses. Objective: The purpose of this research was to analyze the relationship between executive functions, self-regulated learning management, and academic performance in first-year university in the health sciences and medicine field. Method: A quantitative, descriptive and cross-sectional approach was used, based on a sample of 101 students aged between 17 and 27 years (M=18.71, SD=1.18), where 64 were female (63.4%) and 37 were male (36.6%). Of the total, 51 were medical students and 50 were chemistry and pharmacy students. Academic performance was used as the dependent variable and SF and GAAR as independent variables, and the objective was analyzed using Spearman correlations and the Kruskall-Wallis test. Results: The results show a significant relationship between EF and SRLM, as well as between monitoring, cognitive flexibility, and planning EF with academic performance. Conclusions: A good development of skills related to the variables studied is demonstrated. In the case of SRLM and academic performance, a significant relationship was evidenced in the dimensions of self-management of learning and perception of academic performance. It is considered relevant to further investigate the relationship between FE and SRLM, as well as these variables with the AP, and to consider these results in the support plans generated for first-year university students.