Irina N. Bondarenko

Irina N. Bondarenko

Bondarenko, I.N.
Psychological Institute of the Russian Academy of Education, Moscow, Russia
Psychological Institute of the Russian Academy of Education
Moscow, Russia
  • Conscious Self-Regulation as a Meta-Resource of Academic Achievement and Psychological Well-Being of Young Adolescents
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    Morosanova, V.I., Fomina, T.G., Bondarenko, I.N. (2023). Conscious Self-Regulation as a Meta-Resource of Academic Achievement and Psychological Well-Being of Young Adolescents. Psychology in Russia: State of the Art, 16(3), 168–188. DOI: 10.11621/pir.2023.0312

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  • The Relationship Between Executive Functions and Language Competences in Middle School Children
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    Velichkovsky B.B., Bondarenko I.N., Morosanova V.I. (2019). Modeling Personality Structure Using Semantic Relationships: Is the HEXACO Honesty-Humility a Distinct Trait? Psychology in Russia: State of the Art, 12(1), 104-117.

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  • Academic achievement: Intelligence, regulatory, and cognitive predictors
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    Morosanova V.I., Fomina T.G., Bondarenko I.N. (2015). Academic achievement: Intelligence, regulatory, and cognitive predictors. Psychology in Russia: State of the Art, 8(3), 136-157.

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  • Conscious Self-regulation, Motivational Factors, and Personality Traits as Predictors of Students’ Academic Performance: A Linear Empirical Model
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    Morosanova, V.I., Bondarenko, I.N., Fomina, T.G. (2022). Conscious Self-regulation, Motivational Factors, and Personality Traits as Predictors of Students’ Academic Performance: A Linear Empirical Model. Psychology in Russia: State of the Art, 15(4), 170–187. DOI: 10.11621/ pir.2022.0411

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  • The Dynamics of the Interrelationships between Conscious Self-regulation, and Psychological and School-related Subjective Well-being in Adolescents: A Three-year Cross-lagged Panel Study
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    Morosanova, V.I., Fomina, T.G., Bondarenko, I.N. (2021). Dynamics of Interrelationships between Conscious Self-regulation, Psychological and School-related Subjective Well-being in Adolescents: Three-year Cross-lagged Panel Study. Psychology in Russia: State of the Art, 14(3), 34-49. DOI: 10.11621/pir.2021.0303

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