Emotional awareness is the basic emotional competence, which refers to individual differences in the way of being aware of the emotional functioning. Moods appear without specific reason, and are prolonged in time. Both are involved in multiple processes that modulate behavior and cognitive processes. Overall, the literature suggests a relationship between these variables and academic performance in school, however, is a contentious issue to be determined. The objective is to study the relationship of emotional awareness and moods academic performance. The participants were 1423 children, between 8-12 years old (M=9.88, SD=1.20), of both sexes (52.4 % girls) from Valencia. Participation was voluntary, and informed of the confidentiality of data. The assessment instruments used were Emotional Awareness Questionnarie, and Mood Questionnaire. For the statistical analysis of data SPSS V.21 was used correlation, t test, and regression analysis. The results show that there is a relationship between emotional variables and academic performance. Thus, those children with better academic performance have higher scores in Differentiating emotions, Verbal sharing emotions, Not hiding emotions, Body awareness, Attending to others¿ emotions, Analysis own emotions and Happiness. While obtained lower scores on Sadness, Fear and Anger. In conclusion, it seems that there is a relationship between emotional functioning of the child and academic results, as children with more emotional skills and better mood score. And it shows the importance of addressing emotions from the school context. In future research it would be interesting to meet other variables related to adaptation and school problems.