The role of executive functions and fluid intelligence in the prediction of conditional strategy knowledge of self-regulated learning

Self-regulated learning (SRL) is an important predictor for academic achievement already at preschool and elementary school age. Conditional strategy knowledge of SRL is considered as a central prerequisite for the use of SRL strategies. Individual differences in SRL in same-aged children may be attributed to differences in cognitive abilities. The present study investigated the contribution of executive functions (EF) and fluid intelligence to conditional strategy knowledge of SRL in a sample of 5- to 6-year-old ( n = 259) and 8- to 12-year-old children ( n = 211). Structural equation modeling (SEM) revealed that EF performance significantly predicted conditional strategy knowledge of SRL in both age groups whereas fluid intelligence was no significant predictor, suggesting that executive functions, but not fluid intelligence, are associated with conditional strategy knowledge of SRL in childhood. These results complement findings on the relations of executive functions, intelligence, and strategy usage and may inform interventions aimed at fostering children's learning behavior. • EF and intelligence are correlated in 5- to 6-year-old and 8- to 12-year-old children. • EF predict conditional strategy knowledge of SRL in 5- to 6-year-old and 8- to 12-year-old children. • Intelligence is not predictive of conditional strategy knowledge of SRL in either age group.