Key Factors in Early Developmental Assessment: the Conceptual Framework for Enhancing Academic Performance in Iran

Aims: The current research investigated the relationship of key social-emotional and cognitive factors, termed as executive functions, with academic performance. Method: In a representative sample (N = 76) aged 7 to 10, the social-emotional development scale, The Barkley Deficits in Executive Functioning Scale-Children and Adolescents (BDEFS-CA) and Academic Performance Questionnaire (APQ) were used to measure research variables. Results: structural equation modeling using SPSS-22 and AMOS-20 indicated that social emotional skills were mediated by cognitive/executive functions positively related to academic performance in children in the final model. Conclusion: Increases in academic performance has been found when children are capable of better utilizing executive function strategies at academic settings. Thus, there is evidence that early screening of social-emotional and cognitive/executive functions in young children can lead to identify children with difficulties in learning. Conclusion: Increases in academic performance has been found when children are capable of better utilizing executive function strategies at academic settings. Thus, there is evidence that early screening of social-emotional and cognitive/executive functions in young children can lead to identify children with difficulties in learning. Keywords: social-emotional skills, executive functions, academic performance, children

Key Factors in Early Developmental Assessment: the Conceptual Framework for Enhancing Academic Performance in Iran Keywords:

Social-Emotional Skills , Executive Functions , Academic performance , children