Key Factors in Early Developmental Assessment: the Conceptual Framework for Enhancing Academic Performance in Iran
Publish place: Iranian journal of Learning and Memory، Vol: 1، Issue: 3
Publish Year: 1397
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_IJLM-1-3_003
تاریخ نمایه سازی: 5 خرداد 1398
Abstract:
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
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Authors
Mahnaz Akhavan Tafti
Department of Educational Psychology, Alzahra University, Tehran, Iran
Salehe Piryaei
Department of Educational Psychology, Alzahra University, Tehran, Iran
Elahe Jarrahi
educational psychology, faculty of education & psychology, Alzahra University, Tehran, Iran