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State of the Art Volume 11 Issue 4 2018 PSYCHOLOGY IN RUSSIA: STATE OF THE ART Volume 11 Issue 4 2018 Education and human development Effortful Control in Primary Schoolchildren: Links with Personality, Problem Behaviour, Academic Achievement, and Subjective Well-Being 2 O. S. Kornienko, E. N. Petrenko, I. V. Leto, N. A. Fedorova, H. R. Slobodskaya Academic Motivation of Elementary School Children in Two Educational Approaches — Innovative and Traditional 19 T. O. Gordeeva, O. A. Sychev, D. V. Pshenichnuk, A. N. Sidneva Comparing Spatial Ability of Male and Female Students Completing Humanities vs. Technical Degrees 37 E. A. Esipenko, E. P. Maslennikova, A. V. Budakova, K. R. Sharafieva, V. I. Ismatullina, I. V. Feklicheva, N. A. Chipeeva, E. L. Soldatova, Z. E. Borodaeva, K. Rimfeld, N. G. Shakeshaft, M. Malanchini, S. B. Malykh Spouses’ Psychological States and Family Relations in Families with Natural and Induced Pregnancies 50 T. G. Bokhan, O. V. Terekhina, M. V. Shabalovskaya, S. B. Leshchinskaia, A. V. Silaeva, E. A. Naku, F. Selita, L. A. Agarkova To Tell or Not to Tell: The Ethics and Law of Disclosing Health-Related Genetic Information to Family Members 68 R. Chapman, J. Devereux, V. Nanau, V. Smereczynska, D. Matsepuro, F. Selita The Role of Mathematical and Trait Anxiety in Mental Fatigue: an EEG Investigation 79 E. S. Zhban, M. V. Likhanov, I. M. Zakharov, E. M. Bezrukova, S. B. Malykh The Factorial Structure of Spatial Abilities in Russian and Chinese Students 96 M. V. Likhanov, V. I. Ismatullina, A. Y. Fenin, W. Wei, K. Rimfeld, E. P. Maslennikova, E.A. Esipenko, K. R. Sharafieva, I. V. Feklicheva, N. A. Chipeeva, A. V. Budakova, E. L. Soldatova, X. Zhou, Y. V. Kovas Language Proficiency in Preschool Children with Different Levels of Executive Function 115 A. N. Veraksa, D. A. Bukhalenkova, M. S. Kovyazina The Role of Emotional Schemas in Anxiety and Depression among Russian Medical Students 130 N. A. Sirota, D. V. Moskovchenko, V. M. Yaltonsky, A. V. Yaltonskaya From Rare Mutations to Normal Variation: Genetic Association Study of Mathematical, Spatial, and General Cognitive Abilities 144 M. Rodic, K. Rimfeld, D. Gaysina, Yu. V. Kovas Elaboration of Screening Scales for Early Diagnosis of Developmental Delay in Four- to Five-Year-Old Children in Russia 166 A. D. Nasledov, S. A. Miroshnikov, L. O. Tkacheva Cognitive and Non-Cognitive Predictors of the Unified State Exam Performance of Students from Schools with Regular and Advanced Mathematical Curricula 177 I. A. Voronin, O. N. Ovcharova, E. M. Bezrukova, Yu. Kovas Personality psychology Polar Meaning-Building Strategies: Acmeological Characteristics 200 I. V. Abakumova, P. N. Ermakov, M. V. Godunov Gender Differences in Interactions with Avatars of Diverse Ethnic Appearances 211 G. Ya. Menshikova, O. A. Tikhomandritskaya, O. A. Saveleva, T. V. Popova Development of Parental Competence Through Psychological and Pedagogical Support for Families in the Upbringing of Hearing-Impaired Children 223 L. N. Molchanova, A. V. Chekanova Panel of Referees 239 Psychology in Russia: State of the Art Russian Lomonosov Psychological Moscow State Volume 11, Issue 4, 2018 Society University Education AND human development Effortful Control in Primary Schoolchildren: Links with Personality, Problem Behaviour, Academic Achievement, and Subjective Well-Being Olga S. Kornienkoa,b*, Evgeniya N. Petrenkoa, Irina V. Letoa, Natalija A. Fedorovac, and Helena R. Slobodskayaa,b a Institute of Physiology and Basic Medicine, Novosibirsk, Russia b Novosibirsk State University, Novosibirsk, Russia c Geraskov Children’s Clinical Hospital No. 4, Novosibirsk, Russia * Corresponding author. E-mail: [email protected] Background: Effortful control is a core aspect of self-regulation and refers to the abil- ity to voluntarily regulate behaviour and attention, measured by temperament question- naires. Although the Temperament in Middle Childhood Questionnaire is widely used in different countries, this measure has not been fully explored. Most research on the links of effortful control with personality and important outcomes has been carried out in Western nations; the possibility of extending these findings to other cultures requires study. Objective: To examine effortful control and its relations to personality and well- being in a community sample of primary schoolchildren in Russia. Design: Parents of 7–10-year-olds (N = 614) completed the abbreviated Effortful Control scale of the TMCQ, the Inventory of Child Individual Differences–Short ver- sion, and the Strengths and Difficulties Questionnaire (SDQ); teachers provided SDQ data and school grades; children completed the Students’ Life Satisfaction Scale. Results: The findings supported a four-factor structure of Effortful Control, includ- ing Attention Focusing, Inhibitory Control, Activation Control, and Low-Intensity Plea- sure. Effortful Control was associated with the personality traits of Conscientiousness, Agreeableness, and Openness, and also with Positive Emotions and low Neuroticism. Effortful Control was also associated with academic achievement, subjective well-be- ing, and lower levels of externalising and internalising problems. Structural modelling showed that Attentional Control contributed to problem behaviour and subjective well- being; Inhibitory Control contributed to externalising problems; and Activation Control contributed to academic achievement. ISSN 2074-6857 (Print) / ISSN 2307-2202 (Online) © Lomonosov Moscow State University, 2018 © Russian Psychological Society, 2018 doi: 10.11621/pir.2018.0401 http://psychologyinrussia.com Effortful Control in Primary Schoolchildren… 3 Conclusion: Effortful Control and its components were strongly related to higher- and lower-order personality traits. The findings confirmed the important role of effortful control in the academic success and well-being of Russian primary schoolchildren. Keywords: effortful control, middle childhood, personality, well-being,problem behav- iour, academic achievement, life satisfaction Introduction Effortful control is an integral part of temperament in children, together with Neg- ative Affectivity and Positive Affectivity. It refers to the ability to choose a course of action under conditions of internal conflict, to detect errors, and to plan (Rothbart, 2007). Effortful control is also defined as the ability to voluntarily regulate behav- iour and attention, as seen in the inhibition of a dominant response and activa- tion of a subdominant response (Rothbart, Ahadi, & Evans, 2000). This construct emerged initially from psychometric studies of parent reports (Rothbart, 2007), showing that effortful control develops throughout the early years along with the maturation of attentional and inhibitory mechanisms (Rothbart, Sheese, Rueda, & Posner, 2011). Factor-analytic studies provided evidence that the content of the Effortful Control factor is largely similar across ages; the differences mostly reflect changes in the behavioural repertoire (Putnam, Ellis, & Rothbart, 2001). In all ages after early childhood, effortful control includes traits reflecting the capacity to fo- cus and to shift attention, and the inhibitory control trait, reflecting an ability to suppress inappropriate actions or responses. In children, but not in adolescents and adults, effortful control includes the trait of low-intensity pleasure, reflecting enjoyment related to low stimulus intensity, rate, novelty, and incongruity; and the perceptual sensitivity trait, which encompasses the detection of subtle stimuli from the external environment. Activation control, reflecting the capacity to perform an action when there is a strong tendency to avoid it, is included in the effortful con- trol measure from middle childhood onwards. Effortful Control in middle childhood includes five components — Attention Focusing, Inhibitory Control, Activation Control, Low-Intensity Pleasure, and Per- ceptual Sensitivity — measured by the Temperament in Middle Childhood Ques- tionnaire (TMCQ, Simonds, Kieras, Rueda, & Rothbart, 2007; Simonds & Rothbart, 2004). Although the TMCQ is widely used in different countries, this measure has not been fully explored, and has dubious psychometric properties. A recent study of a large sample of 9-year-old North American children (Kotelnikova, Olino, Klein, Mackrell, & Hayden, 2016) demonstrated that the structure of the TMCQ differed from the original three-factor model developed by Rothbart and colleagues (Roth- bart, 2007; Rothbart et al., 2000); it also showed that Effortful Control items did not form five facets as posited by Simonds and Rothbart (2004). Thus, the structure of Effortful Control in middle childhood requires further investigation. The first aim of this study was to investigate the psychometric properties of the Russian version of the TMCQ Effortful Control scale. We examined the structure of Effortful Control in primary schoolchildren, and also whether gen- der and effects in the Russian cultural context are similar to those found in other cultures. A meta-analysis of gender differences in child temperament revealed a 4 O. S. Kornienko, E. N. Petrenko, I. V. Leto, N. A. Fedorova, H. R. Slobodskaya large difference in effortful control favouring girls and moderate differences in inhibitory control and perceptual sensitivity (Else-Quest, Hyde, Goldsmith, & Van Hulle, 2006). Because most evidence on the development of effortful control comes from experimental studies of attention and inhibitory control (Rothbart et al., 2011), our analysis of age differences in parent-report measures
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