Goldsmiths - University of London

Cognitive and regulatory characteristics and mathematical performance in high school students.

Morosanova, V. I.; Fomina, T.G.; Kovas, Yulia and Bogdanova, O.Y.. 2015. Cognitive and regulatory characteristics and mathematical performance in high school students. Personality and Individual Differences, 90, pp. 117-186. ISSN 0191-8869 [Article]

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Abstract or Description

The study examined the links of cognitive and regulatory characteristics with mathematical outcomes in high school students. Participants were 318 14-16 year old students from 7 state schools in Russia. A computerized test battery was used to measure aspects of number sense, spatial ability, spatial memory and processing speed. The battery also included two measures of mathematical performance. Academic grades and final school test scores in mathematics were also collected. In addition, the students completed the Self-Regulation Profile of Learning Activity Questionnaire – SRPLAQ, which measures different aspects of self-regulation related to achieving learning goals, such as goal planning, results evaluation, and responsibility. The results suggest that cognitive and regulatory features are independently associated with mathematical performance, and that the links differ depending on the specific aspect of mathematical performance used.

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13 November 2015Published
18 October 2015Accepted
19 March 2015Submitted

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Date Deposited:

13 Jul 2017 14:55

Last Modified:

13 Jul 2017 14:55

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Yes, this version has been peer-reviewed.

URI: http://research.gold.ac.uk/id/eprint/20660

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