Children’s cognitive development is one of the main areas of focus for school psychologists who work with primary school students. An increasing number of teachers and parents are demonstrating a keen interest in identifying strategies for enhancing the cognitive development of primary school students in the context of the classroom. Attention is a cognitive function that is pivotal for human behavior. It “is the prerequisite to learning and a basic element in classroom motivation and management” [1]. Lack of concentration in the classroom is considered to be one of the most prevalent educational problems throughout education [2]. Memory is the cognitive function that allows us to code, store, and recover information from the past. In the current study, we consider two types of memory: verbal working memory (VWM) which is commonly viewed as the temporary maintenance of verbal information; and short-term memory (STM) which is the capacity to store a small amount of information in the mind and keep it readily available for a short period of time. Mental states/ affective states. Anxiety is an emotion characterized by feelings of tension, worried thoughts, and physical changes like increased blood pressure [3]; frustration is a common emotional response to opposition, related to anger, annoyance and disappointment [4]; aggressiveness refers to a range of behaviors that can result in both physical and psychological harm to yourself, others, or objects in the environment; rigidity is a personality trait characterized by strong resistance to changing one’s behavior, opinions, or attitudes or by the inability to do this [4]. The aim of this study was to assess the correlation between mental states and the level of concentration of attention and different types of memory for primary school students. The study group included a total of 100 primary school students, of whom 56 were female and 44 were male. All participants were from the same primary school. Results. Distribution of responses on Pieron-Rouser emphasizes a majority of subjects displaying a medium level of concentration of attention-34%, as well as 29% with a very high level of concentration of attention, high-17%, low-17%, very low-3%. Descriptive analytics of responses on the Rey 15-Item Memory Test (RMT) highlight the following distribution of results: very low-21%, low-10%, medium-21%, high-18%, very high-30%. Distribution of responses on the Short-Term Memory Test underscore the subsequent results: low level-58%, average level-38%, high level-4%. Based on the results on Eysenck’ s questionnaire „Self-assessment of mental states”, 50% of the participants were found to have average levels of anxiety, whereas 48% present low levels of anxiety, and just 2% set out a high level of anxiety. Frustration also has mediummanifestation rates, 52% of the subjects exhibit average levels of frustration, 46% are prone to rare manifestations of frustration presenting average levels of frustration. Only 2% of the participants were found to have high levels of frustration. For 49% of the respondents, a medium level of aggressiveness is characteristic, 46% of the participants present low levels of aggressiveness. Alternatively, 5% of the subjects tend to experience high levels of aggressiveness. Date analysis. Statistical processing of the data was carried out with the help of Pearson’s correlation analysis (r), which was used to determine the relationship between mental states, level of concentration of attention, verbal working memory and shortterm memory for primary school students. Results and discussion. The interconnection between mental states, level of concentration of attention, verbal working memory and short-term memory consisted of 8 negative correlations. The results show that there is a significant correlation of high levels of anxiety and low levels of concentration of attention among primary school students, with significant correlation (p< 0,001) and a strong correlation coefficient r=-0,637. As well, there is a significant correlation of high levels of frustration and low levels of concentration of attention among primary school students, with significant correlation (p<0,001) and a strong correlation coefficient r=-0,727. Furthermore, the results reported a negative association between anxiety and verbal working memory, with significant correlation (p=0,038) and a weak correlation coefficient r=-0,208. The same direction of relationship was found between frustration and verbal working memory, with significant correlation (p=0,049) and a small correlation coefficient r=-0,197. Over and above that, the results reveal a significant correlation of high levels of anxiety, frustration, aggression, rigidity and low levels of short-term memory among primary school students. Whilst there is a weak correlation between anxiety and short-term memory with a correlation coefficient of r=-0,247, with significant correlation (p=0,013); as well as a weak correlation between frustration and short-term memory with a correlation coefficient of r=-0,293, with significant correlation (p=0,003); conversely there is a moderate correlation between aggression and short-term memory with a correlation coefficient of r=-0,473, with significant correlation (p<0,001), and a strong correlation between rigidity and short-term memory with a correlation coefficient of r=-0,605, with significant correlation (p<0,001). Conclusion. In the present study, we examined how mental states were associated with cognitive performance, including attention and memory among primary school students. The results of the research carried out show that there is an interaction between cognitive processes and mental states. We found an interaction between anxiety, frustration and working memory domain, as well as attention. We did not observe significant relationships between aggression, rigidity and working memory domain, nor attention. Our analyses revealed main effects of mental states on short-term memory.