Executive Functions and Socioemotional Skills in Early Adolescence: investigating interplays

Abstract

This article aims to present theoretical foundations that address the relationship between executive functioning and socioemotional skills in adolescence. This is a qualitative, exploratory research that uses a literature review of studies in the fields of Neuroscience, Education, and Developmental Psychology. The methodological procedure consists of a survey on the SciELO and CAPES platforms to identify academic articles published in the last decade, located through a search using pairs of keywords. Based on the collected foundations, it is understood that executive functions, such as inhibitory control, working memory, and cognitive flexibility, are fundamental for self-regulation and for academic and social performance. The analysis of the selected scientific articles indicates that deficits in these functions are associated with risk behaviors, emotional difficulties, and impairments in socioemotional skills, especially in contexts of social vulnerability. The studies also show that the school environment can be a conducive space for strengthening these skills, provided that the individual pace of adolescent maturation is considered. Therefore, pedagogical practices that stimulate neuropsychological development, combined with public policies and multisectoral approaches, are fundamental to promoting the integral development of adolescents.