HIGHLIGHTS
SUMMARY
Increasingly advanced knowledge of brain activity, particularly during learning processes, appeals to the educational community, which sees in it a possible implementation of interesting tools for improving academic success (Howard-Jones et_al, 2016). Many studies show the importance of taking emotions into account, particularly in the school environment (Eckert et_al, 2016; Pychyl and Sirois, 2016; Bytamar et_al, 2020). Reducing procrastination behaviors would appear critical in supporting students` academic achievement (Grunschel et_al, 2018; Zacks and Hen, 2018). Studies reveal a good predictive power of executive functions at the primary education stage, (Cortés Pascual et_al . . .
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