Executive Functions and Сonscious Self-Regulation as Predictors of Native Language Learning Success in Russian Middle School Children
Bibliographic Data
| ID | 18972781 |
|---|---|
| Authors | Varvara I Morosanovа (0000-0002-7694-1945, Psychological Institute of the Russian Academy of Education), Varvara I Morosanova, Irina N Bondarеnko (0000-0001-5539-1027, Psychological Institute of the Russian Academy of Education), Irina N Bondarenko, Tatiana Fomina (0000-0001-5097-4733, Psychological Institute of the Russian Academy of Education, corresponding author), Tatiana G Fomina, Boris B Velichkovsky (0000-0001-7823-0605, Moscow State Linguistic University) |
| Year | 2021 |
| Volume | 14 |
| Issue | 9 |
| Pages | 1342-1354 |
| Publication date | 2021-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Siberian Federal University Humanities & Social Sciences (JOURNAL) |
| Journal identifiers | ISSN: 1997-1370 • E-ISSN: 2313-6014 |
| Publisher | Siberian Federal University (PUBLISHER • RU) |
| DOI | 10.17516/1997-1370-0824 |
| OpenAlex | W4200165943 |
| Language | EN |
| Citations received | 2 |
| References cited | 10 |
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
Academic achievement · Cognition · Cognitive flexibility · Cognitive psychology · Creativity · Developmental psychology · Executive functions · First language · Linguistics · Management · Neurocognitive · Personality · Self-control · Working memory · Educational Methods and Teacher Development · Foreign Language Teaching Methods · Psychology · Psychology of Development and Education · Social Psychology
Conflict monitoring and cognitive control.
Executive Function and the Frontal Lobes
Executive functions and self-regulation
Executive Functions
Executive function and metacognition
Building Language Competence in First Language Acquisition
Self-regulation and the development of literacy and language achievement from preschool through second grade
The Unity and Diversity of Executive Functions and Their Contributions to Complex “Frontal Lobe” Tasks
Children's high-level writing skills
The basic interactional competence of language learners
| Citations per year | 0.67 |
|---|---|
| Citation span | 2023 - 2024 (2) |
| Highly cited | No |