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The purpose of this study is to study the contribution of multi-level regulatory characteristics (components of conscious self-regulation and executive functions) to the success of mastering the Russian language as a school discipline. The study sample consisted of students aged 13-15 years (N=286): 7th graders (N=147, average age 13±0.5 years) and 9th graders (N=139, average age 15 ± 0.5 years), 50.3% girls. Conscious self-regulation we evaluated using the V. I. method. Morosanova “Style of self-regulation of learning activity (SRPLAQ-M 52)”, executive functions — a computerized diagnostic complex. The study also assessed fluid intelligence, language competencies, and academic performance in the Russian language in the form of final marks. Structural modeling allowed us to build a model that showed that regulatory characteristics indirectly contribute to academic performance through intelligence. In turn, executive functions (switching accuracy, updating working memory, suppression of interference) make a significant contribution to mastering language competencies (spelling, punctuation, vocabulary, and others) and influence academic success through a conscious level of self-regulation. The results showed that the regulatory features as goal planning, modeling of conditions significant for achieving goals, evaluation of the results obtained, as well as regulatory flexibility and initiative, manifested in the independent goal setting and organization of its achievement, are of the greatest importance for mastering the native language in secondary school.

Model of the Relationship between Executive Functions, Conscious Self-Regulation, and the Success of Learning Russian in Middle School