Akhavan Tafti, M., Piryaei, S., Jarrahi, E. (2018). Key Factors in Early Developmental Assessment: the Conceptual Framework for Enhancing Academic Performance in Iran. Iranian journal of Learning and Memory, 1(3), 1-1.
Mahnaz Akhavan Tafti; Salehe Piryaei; Elahe Jarrahi. "Key Factors in Early Developmental Assessment: the Conceptual Framework for Enhancing Academic Performance in Iran". Iranian journal of Learning and Memory, 1, 3, 2018, 1-1.
Akhavan Tafti, M., Piryaei, S., Jarrahi, E. (2018). 'Key Factors in Early Developmental Assessment: the Conceptual Framework for Enhancing Academic Performance in Iran', Iranian journal of Learning and Memory, 1(3), pp. 1-1.
Akhavan Tafti, M., Piryaei, S., Jarrahi, E. Key Factors in Early Developmental Assessment: the Conceptual Framework for Enhancing Academic Performance in Iran. Iranian journal of Learning and Memory, 2018; 1(3): 1-1.
Key Factors in Early Developmental Assessment: the Conceptual Framework for Enhancing Academic Performance in Iran
1مدیر گروه و عضو هیات علمی گروه روانشناسی تربیتی دانشگاه الزهرا (س)
2گروه روانشناسی تربیتی دانشگاه الزهرا (س)
3educational psychology, faculty of education & psychology, Alzahra University, Tehran, Iran
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
Top