Relationship between working memory capacity and academic performance in Ecuadorian adolescents

Abstract

This research analyzed the relationship between working memory and academic performance in adolescents aged fifteen to eighteen from a school in the province of Guayas, Ecuador. The main objective was to examine how the ability to retain and manipulate information in working memory relates to academic performance in various subject areas. To this end, a quantitative correlational approach was used, applying standardized tests that assessed both variables in a representative sample of students. The results revealed a significant positive relationship, demonstrating that students with greater working memory capacity showed better academic performance in key subjects. This association underscores the importance of executive cognitive functions for academic success in adolescence. Furthermore, the study introduces innovative aspects by using instruments adapted to the Ecuadorian context, allowing for more precise and culturally relevant data. This methodological contribution facilitates a greater understanding of the role that cognitive processes play in the local educational setting and can guide future research and educational policies. Taken together, these findings provide relevant empirical evidence for analyzing cognitive factors that influence adolescent learning in Ecuador, strengthening the scientific basis on the relationship between working memory and school performance.