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



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

Article type: scientific article


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”.

For citation: Bondarenko I.N., Potanina A.M., Morosanova V.I. Conscious self-regulation as a resource for success in the Russian language in students with different levels of intelligence. Eksperimental'naâ psihologiâ = Experimental Psychology (Russia), 2020. Vol. 13, no. 1, pp. 63–78. DOI: 10.17759/exppsy.2020130105. (In Russ., аbstr. in Engl.)


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Information About the Authors

Irina N. Bondarenko, PhD in Psychology, Leading Researcher, Department of Psychology of Self-regulation, Psychological Institute of the Russian Academy of Education,, Moscow, Russia, ORCID:, e-mail:

Anna M. Potanina, Researcher at the Laboratory of Self-Regulation Psychology, Psychological Institute of the Russian Academy of Education, Moscow, Russia, ORCID:, e-mail:

Varvara I. Morosanova, Doctor of Psychology, Professor, Head of the Department of Psychology of Self-regulation, Psychological Institute of the Russian Academy of Education, Moscow, Russia, ORCID:, e-mail:



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