Emotional intelligence, spelling performance and intelligence quotient differences based on the executive function profile of schoolchildren

Abstract

The aim of this study was to determine the correlation of intelligence quotient with spelling performance, executive functions and emotional intelligence and to analyse the profiles in executive functions presented by the participants and the differences at the level of intelligence quotient, spelling performance and emotional intelligence. The sample consisted of 125 Spanish primary school students (58 girls and 67 boys) in a rural environment, with a mean age of 10.92 (±.68) years. Intelligence quotient and spelling performance were measured using the BADyG test; executive functions were assessed using the NIH EXAMINER battery and emotional intelligence was assessed using the Bar‐On questionnaire. The results show a high correlation of intelligence quotient with spelling performance, executive functions and two emotional intelligence dimensions (adaptability and interpersonal). Two clusters were observed: a high executive functions profile (n = 74, 59.7%), with high scores on all measured variables (working memory, planning, cognitive flexibility, inhibition and verbal fluency), and a low executive functions profile (n = 50, 40.3%) with low scores on all executive functions‐related variables. The multivariate analysis of variance (MANCOVA) found variations between the different clusters in the intelligence quotient, spelling performance and interpersonal emotional intelligence variables, showing that students with a higher executive functions profile had a higher intelligence quotient, spelling performance and interpersonal emotional intelligence values. This study could help to better define what kind of teaching methodology favours the development of academic performance in schoolchildren and the connections between important educational aspects such as emotional intelligence and executive functions.