The relationship between regulatory, intellectual and cognitive characteristics in students who are successful in mathematics

Abstract

Nowadays it is proved that intelligence affects academic achievements. However, the role of other factors of academic success is still not fully understood. Our previous study suggests that self-regulation of individual goal achievement also plays a significant role in learning and academic achievement. In this study the hypothesis according to which self-regulation and intelligence were essential factors of students’ success in mathematics was tested and self-regulation was supposed to be a meta-cognitive factor that influenced intellectual activity in general. The study was focused on the involvement of spatial, numerical and other cognitive characteristics in mathematical achievement. The primary purpose of the study was to examine relationships between mathematical achievement and cognitive and regulatory characteristics of students. The sample comprised 171 students of Moscow secondary schools aged 14–16 (9th graders), both males and females. Multiple regression analysis was conducted. It was shown that intelligence and the general level of conscious self-regulation were important predictors of students’ success in mathematics.