Abstract
Objectives In this study, we looked at the relationship between executive function difficulty, intelligence, and academic performance in primary school children, and tried to verify whether this relationship showed a significant difference according to the elementary school grade group.
 Methods For the purpose of the study, a structural equation model analysis and multi-group analysis were conducted through the data of 1,365 of the Panel Study on Korean Children.
 Results First, it was found that the executive function difficulty of children had a significant negative effect on intelligence and academic performance, respectively, and intelligence had a positive effect on academic performance. Second, the mediating effect of intelligence was found in the effect of executive function difficulty on academic performance ability. Third, there was a significant difference in the influence of executive function difficulty on academic performance ability according to the elementary school grade group.
 Conclusions The results of this study suggest that educational interventions should be provided by considering cognitive factors that can help academic performance according to the child's developmental level.
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