2026-04-19T11:34:51Zhttps://recercat.cat/oai/request

oai:recercat.cat:10459.1/4631702025-09-15T18:31:06Zcom_2072_3622col_2072_479130

00925njm 22002777a 4500 dc Perpiñà Martí, Georgina author Sidera, Francesc author Senar Morera, Fernando author Serrat Sellabona, Elisabet author 2023 Finding predictors of academic achievement has caught the interest of many educational researchers in the last decades. Two of the variables that have received considerable attention are emotional intelligence (EI) and executive functions (EF). However, only a few studies have considered their influence in the primary school stage. The aim of this study is to identify which EI components and specific EF are most related to academic achievement and to explore if these relationships vary among subjects. The sample comprised of 180 students between 8–11 years old. We administered the BarOn EI Inventory, tasks of EF and tests of mathematic and linguistic competences. The results showed that EF are better predictors of school performance than EI. Inhibition and working memory were the EF most associated with achievement while adaptability emerged as the EI dimension most linked to it. This study suggests that EI and EF should be consciously developed in classrooms. This work was supported by the Generalitat de Catalunya (AGAUR), grant number 2020FI_B200106 and by the Ministerio de Educación y Cultura, grant number PSI2015-69419-R. Emotional intelligence Executive functions Academic achievement Primary education Mathematics Language Executive functions are important for academic achievement, but emotional intelligence too