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Emotional intelligence, spelling performance and intelligence quotient differences based on the executive function
Julián Alfonso Muñoz-Parreño1, Noelia Belando-Pedreño2, Alfonso Valero-Valenzuela3
1Faculty of Health Sciences and Faculty of Education, Universidad Isabel I and Universidad Alfonso X, Burgos and Madrid, Spain.
The European Journal of Neuroscience
|October 2, 2023
Summary
Children with higher executive functions demonstrated better intelligence quotient, spelling, and interpersonal emotional intelligence. This highlights the link between cognitive skills and academic success in primary students.
Area of Science:
- Developmental Psychology
- Educational Psychology
- Neuropsychology
Background:
- Executive functions are crucial for cognitive and academic development.
- Understanding the interplay between executive functions, intelligence, and emotional intelligence is vital for educational strategies.
- Previous research suggests links, but specific profiles in schoolchildren require further investigation.
Purpose of the Study:
- To investigate the correlation between intelligence quotient (IQ), spelling performance, executive functions, and emotional intelligence in primary students.
- To identify distinct executive function profiles within a sample of Spanish schoolchildren.
- To analyze differences in IQ, spelling, and emotional intelligence based on identified executive function profiles.
Main Methods:
- A sample of 125 Spanish primary students (mean age 10.92 years) participated.
- IQ and spelling were assessed using the BADyG test.
- Executive functions were measured with the NIH EXAMINER battery, and emotional intelligence with the Bar-On questionnaire.
Main Results:
- A significant positive correlation was found between IQ, spelling, executive functions, and specific emotional intelligence dimensions (adaptability, interpersonal).
- Two distinct executive function profiles emerged: a high-functioning group (59.7%) and a low-functioning group (40.3%).
- Students in the high executive functions profile group exhibited significantly higher IQ, spelling performance, and interpersonal emotional intelligence.
Conclusions:
- Executive functions are strongly associated with cognitive abilities, academic skills, and emotional intelligence in primary school children.
- The identified executive function profiles provide insights into student variability and potential learning needs.
- Findings suggest that interventions targeting executive functions may enhance overall academic and socio-emotional development in schoolchildren.
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