Resumo

BOER, July Dorna Casper  e  ELIAS, Luciana Carla dos Santos. Social skills, executive functions and academic performance: Systematic review. Rev. psicopedag. [online]. 2022, vol.39, n.119, pp.270-284. ISSN 0103-8486.  https://doi.org/10.51207/2179-4057.20220024.

The present study refers to a systematic review of the literature that aimed to analyze the scientific production on the characterization and associations of executive functions, academic performance and social skills of schoolchildren aged 6 to 11 years. By consulting the search indexes in the electronic databases PubMed, PsycINFO, BVS and Web of Science, a bibliographic survey was carried out in the period between 2011 and 2021, using the descriptors academic achievement, educational achievement, student achievement, academic success, school performance, academic test performance, executive function, executive functioning, social skill, interpersonal competence, social competence, child, childs, students and student. Sixteen articles were selected, which constituted the corpus of the review. The articles were organized into five categories, namely: a) impact of parental behavior on children's executive functions, academic performance and social skills; b) students in vulnerability and associations with executive functions, academic performance and social skills; c) prediction studies on executive functions, academic performance and social skills; d) instruments to assess executive functions, academic performance and social skills and; e) associations between executive functions, academic performance and social skills. In conclusion, the literature highlights the importance of parental behaviors, context vulnerability and experiences in school assessments as impact variables on the development of executive functions, academic performance and social skills of schoolchildren, as well as the gap in studies on this topic in the Brazilian context.

Palavras-chave : Academic Performance; Executive Functions; Social skills; Schoolchildren.

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