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

Akhavan Tafti, Mahnaz; Piryaei, Salehe; Jarrahi, Elahe

doi:10.22034/iepa.2018.83751

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

Document Type : Original Article

Authors

Mahnaz Akhavan Tafti ¹

Salehe Piryaei ²

Elahe Jarrahi ³

¹ Department of Educational Psychology, Alzahra University, Tehran, Iran

² Ph.D. Candidate of Educational Psychology, Alzahra University, Tehran Iran

³ Department of Educational Psychology, Alzahra University, Tehran Iran

https://doi.org/10.22034/iepa.2018.83751

Abstract

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.

Keywords

Academic performance

children

executive functions

social-emotional skills

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