Journal of Siberian Federal University. Humanities & Social Sciences / Исполнительные функции и осознанная саморегуляция как предикторы успешности обучения русскому языку в средней школе

Full text (.pdf)
Issue
Journal of Siberian Federal University. Humanities & Social Sciences. 2021 14 (9)
Authors
Morosanova, Varvara I.; Bondarenko, Irina N.; Fomina, Tatiana G.; Velichkovsky, Boris B.
Contact information
Morosanova, Varvara I.: Psychological Institute of the Russian Academy of Education Moscow, Russian Federation; Bondarenko, Irina N.: Psychological Institute of the Russian Academy of Education Moscow, Russian Federation; ORCID: 0000-0001-5539-1027; Fomina, Tatiana G.: Psychological Institute of the Russian Academy of Education Moscow, Russian Federation; ; ORCID: 0000-0001-5097-4733; Velichkovsky, Boris B.: Lomonosov Moscow State University Moscow, Russian Federation; Moscow State Linguistic University Moscow, Russian Federation; ORCID: 0000-0001-7823-0605
Keywords
conscious self-regulation; executive functions; intelligence; language competences; native language
Abstract

Mastering the mother tongue at school is essential for both academic and life success. It depends on many factors, including self-regulation, i. e. the ability to control one’s thoughts and behaviour. In this study, we assess the influence of conscious self-regulation, executive functions (inhibition, switching, working memory updating, and error monitoring and control) and intelligence on Russian language competences and Russian language annual grade in a group of Russian middle school children. Through structural equations modelling, we found that both categories of regulatory predictors, i. e. conscious self-regulation and executive functions, are related to academic performance in the native language. Both predictors make an indirect contribution to the annual grade in the Russian language. In the case of self-regulation, fluid intelligence acts as a mediating variable. Executive functions influence the annual grade through language competences, which also significantly contribute to the general performance. Executive functions also have an impact on self-regulation, confirming their status as the neurocognitive basis of self-regulation. Of the self-regulatory functions, Goal Planning, Modelling, Results Evaluation, and regulatory personality traits of Flexibility and Initiative have the greatest impact on the native language academic performance. We revealed the effect of «excessive flexibility», that is, an increase in number of errors at high values of the executive function Switching attention. Links to recent findings as well as directions for future research are discussed. The results can be used to improve academic performance in native language and emphasize the importance of developing conscious self-regulation at school

Pages
1342–1354
DOI
10.17516/1997-1370-0824
Paper at repository of SibFU
https://elib.sfu-kras.ru/handle/2311/144201

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