摘要：Using the results of two empirical studies (with different samples and academic subjects),our research was aimed at discovering the significant role of conscious self-regulation,intelligence, and cognitive features in predicting optimal academic achievement. Thesample consisted of 406 students (aged 14–16) in the 8th to 11th grades of the Russianformal education system. Conscious self-regulation together with intelligence andcognitive abilities was determined to be a significant predictor of academic success. TheStudy 1 results revealed that the general level of self-regulation of learning activity andcertain regulatory features were significant predictors of different types of mathematicalachievements: academic grades, scores on exams, mathematical fluency, as well assolving logical mathematical problems and equations. The present study is the first toshow the mediating role of self-regulation in relation to intelligence, cognitive features,and academic success. Study 2 found evidence that conscious self-regulation and intelligencecan predict academic achievement in the humanities, mathematics, and naturalsciences.. At the same time, this determination has its peculiarities in particular variablesof intelligence and certain self-regulation processes depending on the substantivecharacteristics of the academic subjects. Regression models of academic success in thehumanities identified verbal intelligence associated with vocabulary as highly significantand a definitive requirement for success in these subjects. Study 1 and Study 2 showedthat the only significant predictors of success in algebra and geometry were quantitativerelationsintelligence and spatial intelligence. The implications of these findings for investigatingpredictors of academic achievement are discussed.
