The mediating role of emotional processing in the relationship between executive actions and academic performance in bilingual children

Introduction: Executive actions as the most effective cognitive performance processes play an important role in academic success. The aim of the present study was to investigate the mediating role of emotional processing in the relationship between executive actions and academic performance in bilingual students. Methods: The method of this research was descriptive correlational. The statistical population included all bilingual high school girls in the first grade in the ninth grade of Bandar-e-Turkmen city, and 280 students were selected based on multi-stage cluster sampling method. Student respondents answered the FAM and Taylor Academic Performance Questionnaires (1999), Rescue Executive Actions (2013), "Measurement" and colleagues (2010). Results: The results showed that executive actions with the mediating role of emotional processing are effective in explaining academic performance (0/51). Executive actions have a direct effect on academic performance in bilingual students and the relationships of these variables are consistent with each other (P <0.01). Conclusion: Emotional processing mediates the relationship between executive actions and academic performance. Therefore, by controlling emotional processing and strengthening executive actions, students' academic success can be increased.