key factors in early developmental assessment: the conceptual framework for enhancing academic performance in iran

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) aged7 to 9, the socialemotional 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 socialemotional and cognitive/executive functions in young children can lead to identify children with difficulties in learning.