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Experimental Psychology (Russia)
2020. Vol. 13, no. 1, 63–78
https://doi.org/10.17759/exppsy.2020130105
ISSN: 2072-7593 / 2311-7036 (online)

Conscious self-regulation as a resource for success in the Russian language in students with different levels of intelligence

 
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Abstract

The article offers a new view of the assessment of success in the Russian language. Four language competencies are used as its indicators: Language Proficiency, Literacy, Word Structure, and Sentence Structure. The diagnosis is based on the principle of mastering the norms of the language. The study aims to identify regulatory and intellectual predictors of this success. Two hundred eighty-six students in grades 7 and 9 (50.3% girls) completed the questionnaire assessing the level of conscious self-regulation of V. I. Morosanova. In addition, they carried out Raven’s test and two tasks on the language competence assessment. The results showed that gender, age, conscious self-regulation and intelligence significantly influences success in Russian. It is important to note that the contribution of self-regulation significantly exceeded the contribution of intelligence in adolescence. We conducted a similar analysis of a sample divided by gender. The results shed light on the resources for increasing success in Russian for girls and boys. The development of intellectual abilities is promising for girls; the level of intelligence and conscious self-regulation (and above all, the Modeling process), are essential for boys.

General Information

Keywords: conscious self-regulation, mastering the native language, language competences, executive functions, middle school students

Journal rubric: Psychology of States

OpenAlex citations: 12

OpenAlex trends: Psychology of Development and Education, Educational Methods and Teacher Development, Educational and Psychological Assessments

Information about the work in OpenAlex

Number of citations: 12

Topics

Psychology of Development and Education

This cluster of papers explores various aspects of psychology in education, focusing on topics such as the Zone of Proximal Development, inclusive education, cultural-historical theory, educational environment, psychological well-being, teacher training, learning motivation, adolescent development, social cognition, and digital learning. The papers delve into the intersection of psychology and education to understand the developmental processes and challenges in educational settings.

Number of works: 77902  |  Total number of citations: 232078

Topic detailsв OpenAlex

Educational Methods and Teacher Development

This cluster of papers covers a wide range of topics related to innovative approaches in education, technology integration, and sustainable development. It includes research on online learning, teacher training, curriculum design, cognitive development, digital literacy, and the impact of technology on education. The cluster also explores the role of education in adapting to global challenges such as the COVID-19 pandemic and emphasizes the importance of sustainable consumption of energy resources.

Number of works: 53051  |  Total number of citations: 78907

Topic detailsв OpenAlex

Educational and Psychological Assessments

This cluster of papers focuses on the application of dynamic assessment in educational psychology, emphasizing Vygotskian praxis, mediated learning experience, and the zone of proximal development. It explores the use of dynamic assessment for language development, cognitive modifiability, and the effectiveness of nurture groups and peer mediation. The papers also discuss assessment practices and the role of educational psychologists in promoting learning potential.

Number of works: 88848  |  Total number of citations: 952482

Topic detailsв OpenAlex

Work details in OpenAlex

Article type: scientific article

DOI: https://doi.org/10.17759/exppsy.2020130105

Funding. This study was supported by RFBR under grant No. 17-29-09094, “Conscious self-regulation in the system of cognitive and non-cognitive mechanisms of success in learning Russian at school”.

Published

For citation: Bondarenko, I.N., Potanina, A.M., Morosanova, V.I. (2020). Conscious self-regulation as a resource for success in the Russian language in students with different levels of intelligence. Experimental Psychology (Russia), 13(1), 63–78. (In Russ.). https://doi.org/10.17759/exppsy.2020130105

© Bondarenko I.N., Potanina A.M., Morosanova V.I., 2020

License: CC BY-NC 4.0

References

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Information About the Authors

Irina N. Bondarenko, Candidate of Science (Psychology), Leading Researcher, Department of Self-Regulation Psychology, Federal Scientific Center of Psychological and Multidisciplinary Research, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0001-5539-1027, e-mail: pondi@inbox.ru

Anna M. Potanina, Research Fellow, Department of Psychology of Self-regulation, Federal Scientific Center for Psychological and Interdisciplinary Research, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0003-4358-6948, e-mail: a.m.potan@gmail.com

Varvara I. Morosanova, Doctor of Psychology, Professor, Head of the Laboratory of Psychology of Self-Regulation, Federal Scientific Center of Psychological and Multidisciplinary Research, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-7694-1945, e-mail: morosanova@mail.ru

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