Conscious Self-Regulation, School Engagement and Academic Performance in Adolescents: Differential Psychological Aspect

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Abstract

The problem of the relationship between school engagement and self-regulation of students is a topical area of modern research in the field of educational psychology. The objectives of this study include: 1) identifying individual typological groups of students depending on the rates of the behavioral, cognitive and emotional components of engagement; 2) conducting a comparative analysis of self-regulation and academic performance in the selected groups; 3) revealing regulatory and personal resources for the performance of adolescent students with different profiles of school engagement. The sample consisted of 7-9-grade students of general education schools ( N = 484; boys - 53%; M = 14.11; SD = 0.76). The study was conducted using the questionnaire “Self-Regulation Profile of Learning Activity (by V.I. Morosanova), the Multidimensional Scale of School Engagement, and the Russian-language adaptation of the questionnaire “Big Five - Children’s Version”. Depending on the profile of school engagement, four groups of the participants were identified with significant differences in the levels of conscious self-regulation, particular regulatory components and academic performance. The data analysis revealed the following special resources for academic success in the selected groups: the regulatory competences “modeling of significant conditions” and “evaluation of results” as well as personal disposition “openness to new experience”. The results obtained are discussed in the context of the resource approach and the practical technologies for maintaining academic performance and school engagement in adolescence.

About the authors

Tatiana G. Fomina

Psychological Institute of the Russian Academy of Education

Author for correspondence.
Email: tanafomina@mail.ru
ORCID iD: 0000-0001-5097-4733
SPIN-code: 7480-4880
Scopus Author ID: 56528023600
ResearcherId: P-2785-2016

PhD in Psychology, is Leading Researcher, Department of Self-Regulation Psychology

9 Mokhovaya St, bldg 4, Moscow, 125009, Russian Federation

Irina N. Bondarenko

Psychological Institute of the Russian Academy of Education

Email: pondi@inbox.ru
ORCID iD: 0000-0001-5539-1027
SPIN-code: 7862-3863
Scopus Author ID: 56964809500
ResearcherId: P-6901-2016

PhD in Psychology, is Leading Researcher, Department of Self-Regulation Psychology

9 Mokhovaya St, bldg 4, Moscow, 125009, Russian Federation

Varvara I. Morosanova

Psychological Institute of the Russian Academy of Education

Email: morosanova@mail.ru
ORCID iD: 0000-0002-7694-1945
SPIN-code: 4335-5542
Scopus Author ID: 6506351065
ResearcherId: J-5946-2016

ScD in Psychology, is Corresponding Member of the Russian Academy of Education, Head of the Laboratory of Psychology of Self-Regulation

9 Mokhovaya St, bldg 4, Moscow, 125009, Russian Federation

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Copyright (c) 2023 Fomina T.G., Bondarenko I.N., Morosanova V.I.

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