Executive functions are important for academic achievement, but emotional intelligence too

Datos Bibliográficos

ID21392230
AutoresGeorgina Perpiñà Martí (0000-0002-4954-9534, Department of Psychology University of Girona Girona Spain, autor de correspondencia), Francesc Sidera (0000-0001-7107-0450, Department of Psychology University of Girona Girona Spain), Fernando Senar Morera (Department of Psychology University of Lleida Lleida Spain), Elisabet Serrat (0000-0003-0702-0082, Universitat de Girona), Elisabet Serrat Sellabona (Department of Psychology University of Girona Girona Spain)
Año2023
Volumen64
Número4
Páginas470-478
Fecha de publicación2023-08-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaScandinavian Journal of Psychology (JOURNAL)
Identificadores de la revistaISSN: 0036-5564 • E-ISSN: 1467-9450
EditorialWiley (PUBLISHER • GB)
DOI10.1111/sjop.12907
PMID36843137
OpenAlexW4322216953
IdiomaEN
Citas recibidas2
Referencias citadas48

Finding predictors of academic achievement has caught the interest of many educational researchers in the last decades. Two of the variables that have received considerable attention are emotional intelligence (EI) and executive functions (EF). However, only a few studies have considered their influence in the primary school stage. The aim of this study is to identify which EI components and specific EF are most related to academic achievement and to explore if these relationships vary among subjects. The sample comprised of 180 students between 8–11 years old. We administered the BarOn EI Inventory, tasks of EF and tests of mathematic and linguistic competences. The results showed that EF are better predictors of school performance than EI. Inhibition and working memory were the EF most associated with achievement while adaptability emerged as the EI dimension most linked to it. This study suggests that EI and EF should be consciously developed in classrooms

Academic achievement · Adaptability · Cognition · Cognitive psychology · Developmental psychology · Emotional intelligence · Executive functions · Management · Working memory · Early Childhood Education and Development · Emotional Intelligence and Performance · Neuroscience, Education and Cognitive Function · Psychology