How should intelligence be defined?
The mind is a tool for thinking. People are familiar with intelligence tests that measure certain standardized cognitive tasks, such as the Eysenck test.
During a recent congress with the theme Humanities and Sciences & Knowledge Acceleration in the Modern World: Parallels and Interaction, hosted by the Moscow Institute of Physics and Technology and supported by the Institute of Psychology of the Russian Academy of Education, the speaker emphasized that self-regulation can matter more than raw intelligence. Why is that? Why?
Intelligence certainly plays a role, yet the ability to allocate and manage our resources effectively often matters more for achieving success in life. Being bright alone does not guarantee success.
There is a large body of research showing that highly intelligent people do not automatically achieve social success. One explanation is that many people do not apply their cognitive resources at the optimal moment or in the right way. Quick adaptation and timely responses are crucial, which is why self-regulation receives so much attention.
Is there evidence-based research showing that self-regulated individuals tend to achieve more in life?
Yes. Longitudinal studies that follow individuals over many years have consistently shown that it is not intelligence alone but the capacity to control one’s own behavior that predicts long-term outcomes.
Self-regulation refers to the ability to focus on a task, sustain attention, and regulate impulses and emotions. It is often described as a form of self-discipline. What distinguishes intelligence from self-regulation is that intelligence is relatively fixed to some extent, whereas self-regulation can grow with effort and guidance.
How would one rate a person’s level of self-regulation?
There are assessments that target different components of self-regulation. These are situational tasks that demonstrate whether a person can manage memory, attention, and impulses. For children, a classic example is a task that requires delaying gratification. A child is asked to ignore an immediate temptation to complete a simple action now and instead wait for a better outcome later. This kind of test indicates a child’s capacity for self-control and adherence to instructions, even when personal interest urges a different course.
The marshmallow test illustrates this well: wait and receive more later, rather than take a smaller reward now. A child who can delay gratification tends to perform better in various domains as they grow older.
How is self-regulation developed?
Several activities naturally promote self-regulation. Physical activities, especially team sports, foster the ability to coordinate individual behavior with that of others to achieve a shared goal. The body becomes the first domain a person learns to command. Non-sports play is equally valuable, helping children transition from real-world scenarios to imagined ones while following rules, assuming roles, and tracking storylines with others.
Traditional leisure, such as reading aloud together, also supports development. Reading fosters critical thinking, the habit of considering different viewpoints, and discussion that helps a child see beyond a single character’s perspective.
What about adults?
The answer remains the same: engage in activities that require reflection, the ability to switch between situations, and adherence to rules. Culture, in essence, offers a system of norms that strengthens self-regulation, guiding how to act in various contexts and how others might respond. Reading, visiting exhibitions, and attending theater all contribute to cultivating behavioral control.
Digital tools and cognitive simulators can help maintain memory and attention, but the main challenge is transferring those skills into everyday life.
Which activities do not support the development of self-regulation?
Overuse of digital devices is a case in point. It can shift attention rapidly and affect impulse control, yet memory and restraint are often the opposite in this context.
Can self-control decline with time?
It can, if ongoing developmental activities are neglected. Skipping reading, museums, sports, or other growth opportunities and spending excessive time on smartphones often erodes goal-setting and achievement habits.
Developing self-regulation from early childhood is crucial, as difficulties can arise when children aged 5 to 7 become overly attached to devices. Large-scale surveys show that many parents provide smartphones to preschoolers, and screen time has become a common concern.
How much screen time is advisable for a preschooler?
One hour a day is often suggested, with adult involvement to discuss what appears on the screen. An active, guided discussion can reduce potential negative effects.
What problems can excessive gadget use cause for children?
Excessive screen time can slow the development of imagination, emotion, and speech. Modern information is often unsystematic and unstructured, making it harder to internalize compared with reading, which offers a more intimate, personal form of learning.
Children who spend substantial time engaged with devices may show less understanding of emotions, because true emotional growth relies on real social interactions with peers and adults.
How do gadgets influence self-regulation, and what is the mechanism behind this?
Game designers aim to keep children in a state of reward—quick feedback signals praise and a sense of mastery. These experiences become personally meaningful, which complicates the shift to real-world success where sustained effort is needed for longer-term rewards.
Is ongoing research exploring self-regulation?
Yes. A project called Growing Together, initiated by the Institute of Psychology of the Russian Academy of Education and the Faculty of Psychology at Moscow State University, investigates what influences development and how it affects preschoolers as they grow into school-age children.
Self-regulation has emerged as a vital factor in mastering mathematical skills, language, and social development. The project helps identify strengths and address developmental challenges early. Gratitude is extended to teachers, psychologists, parents, and children who participate in this ongoing work.