Investigating the relationship between students’ executive functions, emotion regulation, and academic achievement

Our research aimed to identify interrelationships between performance in the Stroop test and emotion regulation and academic achievement of students. The present research method was descriptive of correlation type. The statistical population in this study included all students of Mashhad in Iran. Using the cluster sampling method and within each cluster using random sampling method, 120 students were recruited from three different educational levels. In this study, the Stroop test, Cognitive Emotion Regulation Questionnaire (CERQ-P), and GPA of the students were used to measure the research variables. To analyze the data, a multivariate regression statistical model was used to determine the relationship between the desired variables. The analysis shows that there is a significant relationship between academic achievement and performance on the Stroop test and emotion regulation (p < 0.05). It is included that training based on improving executive functions and emotion regulation can be used to improve students’ academic status.