This study compared the effect of emotional intelligence on executive functions with 101
normal & 50 attention-deficit children in Ulsan. Regression analyses revealed that the ‘diversion'
factor of executive function was explained by the peer-relationship factor of EM in normal
children but it was explained by the use of self-emotion factor of EM in attention-deficit children.
The ‘plan organization' factor of executive functions was explained by peer relationship in normal
children, but the use of self-emotion had an effect in children with attention problems. It was
suggested that different