TY - JOUR ID - 83751 TI - Key Factors in Early Developmental Assessment: The Conceptual Framework for Enhancing Academic Performance in Iran JO - Iranian Journal of Learning and Memory JA - IEPA LA - en SN - 2645-5447 AU - Akhavan Tafti, Mahnaz AU - Piryaei, Salehe AU - Jarrahi, Elahe AD - Department of Educational Psychology, Alzahra University, Tehran, Iran AD - Ph.D. Candidate of Educational Psychology, Alzahra University, Tehran Iran AD - Department of Educational Psychology, Alzahra University, Tehran Iran Y1 - 2018 PY - 2018 VL - 1 IS - 3 SP - 31 EP - 37 KW - Academic performance KW - children KW - Executive Functions KW - Social-Emotional Skills DO - 10.22034/iepa.2018.83751 N2 - The current research investigated the relationship between key social-emotional and cognitive factors, termed as executive functions, with academic performance. In a representative sample (N = 76) aged 7 to 9, 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. Then, Structural equation modeling using SPSS-22 and AMOS-20 indicated that social emotional skills mediated by cognitive/executive functions were positively related to academic performance in children in the final model. Increase in academic performance was found when children are capable of better utilizing executive function strategies at academic settings. Thus, it is evident that early screening of social-emotional and cognitive/executive functions in young children can lead to identify children with difficulties in learning. UR - https://journal.iepa.ir/article_83751.html L1 - https://journal.iepa.ir/article_83751_22d304fca6768bcf39ebd2df1cca6b6a.pdf ER -