RUDN Journal of Psychology and PedagogicsRUDN Journal of Psychology and PedagogicsВестник Российского университета дружбы народов. Серия: Психология и педагогика2313-16832313-1705Peoples’ Friendship University of Russia named after Patrice Lumumba (RUDN University)2471010.22363/2313-1683-2020-17-3-390-411EDUCATION IN RUSSIA AND IN THE WORLD IN THE CONTEXT OF GLOBALISATION AND DIGITALISATIONОБРАЗОВАНИЕ В ЭПОХУ ГЛОБАЛИЗАЦИИ И ЦИФРОВИЗАЦИИ В РОССИИ И МИРЕReview ArticleThe Relationship Between School Engagement and Conscious Self-regulation of Learning Activity: The Current State of the Problem and Research Perspectives in Russia and AbroadВзаимосвязь школьной вовлеченности и саморегуляции учебной деятельности: состояние проблемы и перспективы исследований в России и за рубежомFominaTatiana G.ФоминаТатьяна Геннадьевна

PhD in Psychology, is leading researcher at Department of Psychology of Self-regulation

кандидат психологических наук, ведущий научный сотрудник лаборатории психологии саморегуляции

tanafomina@mail.ruPotaninaAnna M.ПотанинаАнна Михайловна

junior researcher, Department of Psychology of Self-regulation

младший научный сотрудник лаборатории психологии саморегуляции

a.m.potan@gmail.comMorosanovaVarvara I.МоросановаВарвара Ильинична

сorresponding member of Russian Academy of Education, Doctor of Psychology, Full Professor, is Head of the Department of Psychology of Self-regulation

член-корреспондент Российской академии образования, доктор психологических наук, профессор, заведующая лабораторией психологии саморегуляции

morosanova@mail.ruPsychological Institute of the Russian Academy of EducationПсихологический институт Российской академии образования15122020173VOL 17, NO3 (2020)ТОМ 17, №3 (2020)39041129092020Copyright ©; 2020, Fomina T.G., Potanina A.M., Morosanova V.I.Copyright ©; 2020, Фомина Т.Г., Потанина А.М., Моросанова В.И.2020Fomina T.G., Potanina A.M., Morosanova V.I.Фомина Т.Г., Потанина А.М., Моросанова В.И.http://creativecommons.org/licenses/by/4.0https://journals.rudn.ru/psychology-pedagogics/article/view/24710

The article presents a theoretical and methodological analysis of the problem of school engagement, the research of which is highly relevant nowadays in foreign educational psychology. School engagement is a reliable marker of efficient learning organisation and also an important academic result, the pursuit of which indicates the efficiency of the school educational environment. The purpose of the article was to analyse the current state of the problem of school engagement and the specifics of the relationship between school engagement and self-regulation of learning activity in Russian and foreign psychology. The authors formulated a working definition of engagement, according to which school engagement is understood as a stable, directed, active participation of students both in learning activities and in school life in general, including observable and unobservable interactions with the academic social environment; assessed various models of school engagement used for research and practice; substantiated the efficiency of the approach, according to which school engagement is viewed as a multidimensional construct, including behavioural, emotional and cognitive components; examined the differences between school engagement and academic motivation; and analysed the specific features of the main components of school engagement and their relationship with self-processes, in particular, with self-regulation. It was also noted that, in Russian psychology, issues related to the study of school engagement and the specifics of its relationship with various psychological phenomena have not yet received widespread consideration. In conclusion, the authors outlined the perspectives for verifying foreign models of school engagement and diagnostic tools on Russian samples as well as studying conscious self-regulation of learning activity as a resource for student engagement in different learning periods.

В статье представлен теоретико-методологический анализ проблемы школьной вовлеченности, исследования которой чрезвычайно актуальны на настоящий момент в зарубежной психологии образования. Вовлеченность учащихся является надежным маркером эффективной организации обучения, а также выступает важным академическим результатом, стремление к которому свидетельствует об эффективности образовательной среды школы. Основная задача статьи состояла в анализе современного состояния проблемы школьной вовлеченности и особенностей изучения взаимосвязи школьной вовлеченности и саморегуляции учебной деятельности в отечественной и зарубежной психологии. Сформулировано рабочее определение вовлеченности, согласно которому под школьной вовлеченностью понимается устойчивое, направленное, активное участие обучающихся как в учебной деятельности, так и в школьной жизни в целом, включающее наблюдаемые и ненаблюдаемые взаимодействия с академическим социальным окружением. Проведена оценка основных моделей школьной вовлеченности, используемых в исследовательских и практических целях. Обоснована эффективность подхода, согласно которому школьная вовлеченность рассматривается как многомерный конструкт, включающий поведенческий, эмоциональный и когнитивный компоненты. Рассмотрены различия школьной вовлеченности и академической мотивации. Проанализирована специфика проявления основных компонентов школьной вовлеченности и их взаимосвязи с самопроцессами, в частности с саморегуляцией. Обнаружено, что в отечественной психологии вопросы, связанные с изучением школьной вовлеченности и специфики ее взаимосвязи с различными психологическими феноменами, пока не получили широкого рассмотрения. Обозначены перспективы верификации зарубежных моделей школьной вовлеченности и диагностического инструментария на российских выборках, а также изучения осознанной саморегуляции учебной деятельности как ресурса школьной вовлеченности учащихся в разные периоды обучения.

school engagementconscious self-regulationacademic motivationlearning activityшкольная вовлеченностьосознанная саморегуляцияакадемическая мотивацияучебная деятельностьThe study was carried out with the financial support of the Russian Science Foundation as part of the Research Project No. 20-18-00470 “Self-regulation and School Engagement as Psychological Resources of Academic Success: A Longitudinal Study”.Исследование выполнено при финансовой поддержке РНФ в рамках научного проекта № 20-18-00470 «Саморегуляция и школьная вовлеченность как психологические ресурсы академической успешности: лонгитюдное исследование».Appleton, J.J., Christenson, S.L., Kim, D., & Reschly, A.L. (2006). Measuring Cognitive and Psychological Engagement: Validation of the Student Engagement Instrument. Journal of School Psychology, 44(5), 427–445. https://doi.org/10.1016/j.jsp.2006.04.002Гордеева Т.О. Мотивация: новые подходы, диагностика, практические рекомендации // Сибирский психологический журнал. 2016. № 62. С. 38-53. https://doi.org/10.17223/17267080/62/4Cadima, J., Doumen, S., Verschueren, K., & Buyse, E. (2015). Child engagement in the transition to school: Contributions of self-regulation, teacher – child relationships and classroom climate. Early Childhood Research Quarterly, 32, 1–12. https://doi.org/10.1016/j.ecresq.2015.01.008Гордеева Т.О., Сычев О.А., Сиднева А.Н., Пшеничнюк Д.В. От чего зависит желание младших школьников учиться? Структура предметной мотивации школьников, обучающихся в рамках разных образовательных систем // Вестник Российского фонда фундаментальных исследований. 2019. № 4. С. 31-40. https://doi.org/10.22204/2410-4639-2019-104-04-31-40Chase, P.A., Hilliard, L.J., John Geldhof, G., Warren, D.J.A., & Lerner, R.M. (2014). Academic achievement in the high school years: The changing role of school engagement. Journal of Youth and Adolescence, 43(6), 884–896. https://doi.org/10.1007/s10964-013-0085-4Леонтьев Д.А. Саморегуляция, ресурсы и личностный потенциал // Сибирский психологический журнал. 2016. № 62. С. 18-37. https://doi.org/10.17223/17267080/62/3Cleary, T.J., & Zimmerman, B.J. (2012). A cyclical self-regulatory account of student engagement: Theoretical foundations and applications. In S.L. Christenson (Ed.), Handbook of Research on Student Engagement (pp. 237–257). MA, Boston, Springer. https://doi.org/10.1007/978-1-4614-2018-7_11Лубовский Д.В. Понятие внутренней позиции: культурно-историческая перспектива изучения личности школьника // Культурно-историческая психология. 2008. Т. 4. № 1. С. 2-8.Conner, J.O., & Pope, D.C. (2013). Not just robo-students: Why full engagement matters and how schools can promote it. Journal of Youth and Adolescence, 42(9), 1426–1442. https://doi.org/0.1007/s10964-013-9948-yМалошонок Н.Г. Вовлеченность студентов в учебный процесс в российских вузах // Высшее образование в России. 2014. № 1. С. 37-44.Datu, J.A.D., & King, R.B. (2018). Subjective well-being is reciprocally associated with academic engagement: A two-wave longitudinal study. Journal of School Psychology, 69, 100–110. https://doi.org/10.1016/j.jsp.2018.05.007Моросанова В.И. Осознанная саморегуляция как психологический ресурс достижения учебных и профессиональных целей // Педагогика. 2016. № 10. С. 13-24.Dotterer, A.M., & Lowe, K. (2011). Classroom context, school engagement, and academic achievement in early adolescence. Journal of Youth and Adolescence, 40(12), 1649–1660. https://doi.org/10.1007/s10964-011-9647-5Моросанова В.И., Филиппова Е.В. От чего зависит надежность действий учащихся на экзамене // Вопросы психологии. 2019. № 1. С. 65-78.Drake, K., Belsky, J., & Fearon, R.M.P. (2014). From early attachment to engagement with learning in school: The role of self-regulation and persistence. Developmental Psychology, 50(5), 1350–1361. https://doi.org/10.1037/a0032779Моросанова В.И., Фомина Т.Г. Осознанная саморегуляция в системе психологических предикторов достижения учебных целей // Вопросы психологии. 2016. № 2. С. 124-135.Duchesne, S., Larose, S., & Feng, B. (2017). Achievement goals and engagement with academic work in early high school: Does seeking help from teachers matter? The Journal of Early Adolescence, 39(2), 222–252. https://doi.org/10.1177/0272431617737626Моросанова В.И., Фомина Т.Г. Осознанная саморегуляция учебной деятельности как ресурс субъективного благополучия школьников при изменении условий обучения // Вопросы психологии. 2019. № 3. С. 62-74.Finn, J.D. (1989). Withdrawing from school. Review of Educational Research, 59(2), 117–142. https://doi.org/10.3102/00346543059002117Прохоров А.О. Структурно-функциональная модель ментальной регуляции психических состояний субъекта // Психологический журнал. 2020. Т. 41. № 1. С. 5-17. https://doi.org/10.31857/S020595920007852-3Fomina, T., Burmistrova-Savenkova, A., & Morosanova, V. (2020). Self-regulation and psychological well-being in early adolescence: A two-wave longitudinal study. Behavioral Sciences, 10(3), 67. https://doi.org/10.3390/bs10030067Рассказова Е.И. Психологические факторы саморегуляции на разных этапах выполнения учебного задания // Психологический журнал. 2011. Т. 32. № 2. С. 36-47.Fredricks, J.A., & McColskey, W. (2012). The measurement of student engagement: A comparative analysis of various methods and student self-report instruments. In S.L. Christenson (Ed.), Handbook of Research on Student Engagement (pp. 763–782). MA, Boston, Springer. https://doi.org/10.1007/978-1-4614-2018-7_37Щеглова И.А., Корешникова Ю.Н., Паршина О.А. Роль студенческой вовлеченности в развитии критического мышления // Вопросы образования. 2019. № 1. С. 264-289. https://doi.org/10.17323/1814-9545-2019-1-264-289Fredricks, J.A., Blumenfeld, P.C., & Paris, A.H. (2004). School engagement: potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059Appleton J.J., Christenson S.L., Kim D., Reschly A.L. Measuring cognitive and psychological engagement: validation of the student engagement instrument // Journal of School Psychology. 2006. Vol. 44. No. 5. Pp. 427-445. https://doi.org/10.1016/j.jsp.2006.04.002Fredricks, J.A., Filsecker, M., & Lawson, M.A. (2016). Student engagement, context, and adjustment: Addressing definitional, measurement, and methodological issues. Learning and Instruction, 43, 1–4. https://doi.org/10.1016/j.learninstruc.2016.02.002Cadima J., Doumen S., Verschueren K., Buyseb E. Child engagement in the transition to school: contributions of self-regulation, teacher - child relationships and classroom climate // Early Childhood Research Quarterly. 2015. Vol. 32. Pp. 1-12. https://doi.org/10.1016/j.ecresq.2015.01.008Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology, 95(1), 148–162. https://doi.org/10.1037/0022-0663.95.1.148Chase P.A., Hilliard L.J., Geldhof G.J., Warren D.J., Lerner R.M. Academic achievement in the high school years: the changing role of school engagement // Journal of Youth and Adolescence. 2014. Vol. 43. No. 6. Pp. 884-896. https://doi.org/10.1007/s10964-013-0085-4Gordeeva, T.O. (2016). Motivation: New Theoretical Approaches, Diagnostics and Practical Recommendations. Siberian Journal of Psychology, 62, 38–53. https://doi.org/10.17223/17267080/62/4 (In Russ.)Cleary T.J., Zimmerman B.J. A cyclical self-regulatory account of student engagement: theoretical foundations and applications // Handbook of Research on Student Engagement / ed. by S.L. Christenson. MA, Boston: Springer, 2012. Pp. 237-259. https://doi.org/10.1007/978-1-4614-2018-7_37Gordeeva, T.O., Sychev, O.A., Sidneva, A.N., & Pshenichnyuk, D.V. (2019). What determines the elementary school students' desire to learn? The Structure of the Subject Motivation of Students Studying within Different Educational Systems. Russian Foundation for Basic Research Journal, 4, 31–40. https://doi.org/10.22204/2410-4639-2019-104-04-31-40 (In Russ.)Conner J.O., Pope D.C. Not just robo-students: why full engagement matters and how schools can promote it // Journal of Youth and Adolescence. 2013. Vol. 42. No. 9. Pp. 1426-1442. https://doi.org/10.1007/s10964-013-9948-yJimerson, S.R., Campos, E., & Greif, J.L. (2003). Toward an understanding of definitions and measures of school engagement and related terms. The California School Psychologist, 8(1), 7–27. https://doi.org/10.1007/bf03340893Datu J.A.D., King R.B. Subjective well-being is reciprocally associated with academic engagement: A two-wave longitudinal study // Journal of School Psychology. 2018. No. 69. Pp. 100-110. https://doi.org/10.1016/j.jsp.2018.05.007Ketonen, E.E., Haarala-Muhonen, A., Hirsto, L., Hänninen, J.J., Wähälä, K., & Lonka, K. (2016). Am I in the right place? Academic engagement and study success during the first years at university. Learning and Individual Differences, 51, 141–148. https://doi.org/10.1016/j.lindif.2016.08.017Dotterer A.M., Lowe K. Classroom context, school engagement, and academic achievement in early adolescence // Journal of Youth and Adolescence. 2011. Vol. 40. No. 12. Pp. 1649-1660. https://doi.org/10.1007/s10964-011-9647-5Kwon, K., Kupzyk, K., & Benton, A. (2018). Negative emotionality, emotion regulation, and achievement: Cross-lagged relations and mediation of academic engagement. Learning and Individual Differences, 67, 33–40. https://doi.org/10.1016/j.lindif.2018.07.004Drake K., Belsky J., Fearon R.M.P. From early attachment to engagement with learning in school: the role of self-regulation and persistence // Developmental Psychology. 2014. Vol. 50. No. 5. Pp. 1350-1361. https://doi.org/10.1037/a0032779Lei, H., Cui, Y., & Zhou, W. (2018). Relationships between student engagement and academic achievement: A meta-analysis. Social Behavior and Personality, 46(3), 517–528. https://doi.org/10.2224/sbp.7054Duchesne S., Larose S., Feng B. Achievement goals and engagement with academic work in early high school: does seeking help from teachers matter? // Journal of Early Adolescence. 2019. Vol. 39. No. 2. Pp. 222-252. https://doi.org/.1177/0272431617737626Leontiev, D.A. (2016). Autoregulation, resources, and personality potential. Siberian Journal of Psychology, 62, 18–37. https://doi.org/10.17223/17267080/62/3 (In Russ.)Finn J.D. Withdrawing from school // Review of Educational Research. 1989. Vol. 5. No. 2. Pp. 117-142. https://doi.org/10.3102/00346543059002117Li, Y., & Lerner, R.M. (2011). Trajectories of school engagement during adolescence: Implications for grades, depression, delinquency, and substance use. Developmental Psychology, 47(1), 233–247. https://doi.org/10.1037/a0021307Fomina T., Burmistrova-Savenkova A., Morosanova V. Self-regulation and psychological well-being in early adolescence: a two-wave longitudinal study // Behavioral Sciences. 2020. Vol. 10. No. 3. P. 67. https://doi.org/.3390/bs10030067Linnenbrink-Garcia, L., Rogat, T.K., & Koskey, K.L.K. (2011). Affect and engagement during small group instruction. Contemporary Educational Psychology, 36(1), 13–24. https://doi.org/10.1016/j.cedpsych.2010.09.001Fredricks J.A., Blumenfeld P.C., Paris A.H. School engagement: potential of the concept, state of the evidence // Review of Educational Research. 2004. Vol. 74. Pp. 59-109. https://doi.org/10.3102 %2F00346543074001059Lubovsky, D.V. (2008). Inner position: Cultural-historical perspectives of exploring pupil's personality. Cultural-Historical Psychology, 4(1), 2–8. (In Russ.)Fredricks J.A., Filsecker M., Lawson M.A. Student engagement, context, and adjustment: addressing definitional, measurement, and methodological issues // Learning and Instruction. 2016. Vol. 43. Pp. 1-4. https://doi.org/10.1016/j.learninstruc.2016.02.002Maloshonok, N.G. (2014). Student engagement in learning in Russian universities. Higher Education in Russia, (1), 37–44. (In Russ.)Fredricks J.A., McColskey W. The measurement of student engagement: a comparative analysis of various methods and student self-report instruments // Handbook of Research on Student Engagement / ed. by S.L. Christenson. MA, Boston: Springer, 2012. Pp. 763-782. https://doi.org/10.1007/978-1-4614-2018-7_37Marks, H.M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 37(1), 153–184. https://doi.org/10.3102/00028312037001153Furrer C., Skinner E. Sense of relatedness as a factor in children's academic engagement and performance // Journal of Educational Psychology. 2003. Vol. 95. No. 1. Pp. 148-162. https://doi.org/10.1037/0022-0663.95.1.148Morosanova, V.I. (2016). Conscious self-regulation as a psychological resource to achieve educational and professional goals. Pedagogika, 10, 13–24. (In Russ.)Jimerson S.R., Campos E., Greif J.L. Toward an understanding of definitions and measures of school engagement and related terms // The California School Psychologist. 2003. Vol. 8. No. 1. Pp. 7-27. https://doi.org/10.1007/bf03340893Morosanova, V.I., & Filippova, E.V. (2019). What ensures reliability of a student’s actions in an examination. Voprosy Psikhologii, (1), 65–78. (In Russ.)Ketonen E., Haarala-Muhonen A., Hirsto L., Hänninen J., Wähälä K., Lonka K. Am I in the right place? Academic engagement and study success during the first years at university // Learning and Individual Differences. 2016. Vol. 51. Pp. 141-148. https://doi.org/10.1016/j.lindif.2016.08.017Morosanova, V.I., & Fomina, T.G. (2016). Conscious self-regulation in the system of psychological predictors of learning achievement. Voprosy Psikhologii, (2), 124–135. (In Russ.)Kwon K., Kupzyk K., Benton A. Negative emotionality, emotion regulation, and achievement: cross-lagged relations and mediation of academic engagement // Learning and Individual Differences. 2018. Vol. 67. Pp. 33-40. https://doi.org/10.1016/j.lindif.2018.07.004Morosanova, V.I., & Fomina, T.G. (2019). Conscious self-regulation of educational activity as a resource of subjective well-being of schoolchildren under changing conditions of education. Voprosy Psikhologii, (3), 62–74. (In Russ.)Lei H., Cui Y., Zhou W. Relationships between student engagement and academic achievement: a meta-analysis // Social Behavior and Personality. 2018. Vol. 46. No. 3. Pp. 517-528. https://doi.org/10.2224/sbp.7054Morosanova, V.I., Fomina, T.G., Kovas, Y., & Bogdanova, O.Y. (2016). Cognitive and regulatory characteristics and mathematical performance in high school students. Personality and Individual Differences, 90, 177–186. https://doi.org/10.1016/j.paid.2015.10.034Li Y., Lerner R.M. Trajectories of school engagement during adolescence: implications for grades, depression, delinquency, and substance use // Developmental psychology. 2011. Vol. 47. No. 1. Pp. 233-247. https://doi.org/10.1037/a0021307Newmann, F., Wehlage, G., & Lamborn, S. (1992) The Significance and Sources of Student Engagement. In F.M. Newmann (Ed.), Student Engagement and Achievement in American Secondary Schools (pp. 11–40). NY: Teachers College Press.Linnenbrink-Garcia L., Rogat T.K., Koskey K.L. Affect and engagement during small group instruction // Contemporary Educational Psychology. 2011. Vol. 36. No. 1. Pp. 13-24. https://doi.org/10.1016/j.cedpsych. 2010.09.001Núñez, J.C., Regueiro, B., Suárez, N., Piñeiro, I., Rodicio, M.L., & Valle, A. (2019). Student perception of teacher and parent involvement in homework and student engagement: The mediating role of motivation. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.01384Marks H.M. Student engagement in instructional activity: patterns in the elementary, middle, and high school years // American Educational Research Journal. 2000. Vol. 37. No. 1. Pp. 153-184. https://doi.org/10.3102/00028312037001153Pellas, N. (2014). The influence of computer self-efficacy, metacognitive self-regulation and self-esteem on student engagement in online learning programs: Evidence from the virtual world of Second Life. Computers in Human Behavior, 35, 157–170. https://doi.org/10.1016/j.chb.2014.02.048Morosanova V.I., Fomina T.G., Kovas Y.V., Bogdanova O.E. Cognitive and regulatory characteristics and mathematical performance in high school students // Personality and Individual Differences. 2016. Vol. 90. Pp. 177-186. https://doi.org/10.1016/j.paid.2015.10.034Pietarinen, J., Soini, T., & Pyhältö, K. (2014). Students’ emotional and cognitive engagement as the determinants of well-being and achievement in school. International Journal of Educational Research, 67, 40–51. https://doi.org/10.1016/j.ijer.2014.05.001Newmann F., Wehlage G., Lamborn S. The significance and sources of student engagement // Student Engagement and Achievement in American Secondary Schools / ed. by F.M. Newmann. NY.: Teachers College Press, 1992. Pp. 11-40Portilla, X.A., Ballard, P.J., Adler, N.E., Boyce, W.T., & Obradović, J. (2014). An integrative view of school functioning: Transactions between self-regulation, school engagement, and teacher-child relationship quality. Child Development, 85(5). https://doi.org/10.1111/cdev.12259Núñez J.C., Regueiro B., Suárez N., Piñeiro I., Rodicio M.L. Valle A. Student perception of teacher and parent involvement in homework and student engagement: the mediating role of motivation // Frontiers in Psychology. 2019. Vol. 10. P. 1384. https://doi.org/10.3389/fpsyg.2019.01384Prohorov, A.O. (2020). Structure-functional model of mental regulation of subject's psychic states. Psikhologicheskii Zhurnal, 41(1), 36–47. https://doi.org/10.31857/S020595920007852-3 (In Russ.)Pellas N. The influence of computer self-efficacy, metacognitive self-regulation and self-esteem on student engagement in online learning programs: Evidence from the virtual world of Second Life // Computers in Human Behavior. 2014. Vol. 35. Pp. 157-170. https://doi.org/10.1016/j.chb.2014.02.048Rasskazova, E.I. (2011). Psychological factors of self-regulation at different stages of educational task's fulfillment. Psikhologicheskii Zhurnal, 32(2), 36–47. (In Russ.)Pietarinen J., Soini T., Pyhältö K. Students’ emotional and cognitive engagement as the determinants of well-being and achievement in school // International Journal of Educational Research. 2014. Vol. 67. Pp. 40-51. https://doi.org/10.1016/j.ijer.2014.05.001Raufelder, D., Kittler, F., Braun, S.R., Lätsch, A., Wilkinson, R.P., & Hoferichter, F. (2014). The interplay of perceived stress, self-determination and school engagement in adolescence. School Psychology International, 35(4), 405–420. https://doi.org/10.1177%2F0143034313498953Portilla X., Ballard J., Adler N., Boyce W.T., Obradović J. An integrative view of school functioning: transactions between self-regulation, school engagement, and teacher - child relationship quality // Child Development. 2014. Vol. 85. No. 5. Pp. 1915-1931. https://doi.org/10.1111/cdev.12259Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students' engagement by increasing teachers' autonomy support. Motivation and Emotion, 28(2), 147–169. https://doi.org/10.1023b:moem.0000032312.95499.6fRaufelder D., Kittler F., Braun S.R., Lätsch A., Wilkinson R.P., Hoferichter F. The interplay of perceived stress, self-determination and school engagement in adolescence // School Psychology International. 2014. Vol. 35. No. 4. Pp. 405-420. https://doi.org/10.1177%2F0143034313498953Reschly, A.L., & Christenson, S.L. (2012). Jingle, Jangle, and Conceptual Haziness: Evolution and Future Directions of the Engagement Construct. In S.L. Christenson et al. (Eds.), Handbook of Research on Student Engagement (pp. 3–21.). MA, Boston, Springer. https://doi.org/10.1007/978-1-4614-2018-7_37Reeve J., Jang H., Carrell D., Jeon S., Barch J. Enhancing students' engagement by increasing teachers' autonomy support // Motivation and Emotion. 2004. Vol. 28. No. 2. Pp. 147-169. https://doi.org/10.1023/b:moem.0000032312.95499.6fRimm-Kaufman, S.E., & Pianta, R.C. (2000). An ecological perspective on the transition to kindergarten. Journal of Applied Developmental Psychology, 21(5), 491–511. https://doi.org/10.1016/s0193-3973(00)00051-4Reschly A.L., Christenson S.L. Jingle, jangle, and conceptual haziness: evolution and future directions of the engagement construct // Handbook of Research on Student Engagement / ed. by S.L. Christenson et al. MA, Boston: Springer, 2012. Pp. 3-21. https://doi.org/10.1007/978-1-4614-2018-7_37Roorda, D.L., Koomen, H.M., Spilt, J.L., & Oort, F.J. (2011). The influence of affective teacher – student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493–529. https://doi.org/10.3102%2F0034654311421793Rimm-Kaufman S.E., Pianta R.C. An ecological perspective on children’s transition to kindergarten: a theoretical framework to guide empirical research // Journal of Applied Developmental Psychology. 2000. Vol. 21. No. 5. Pp. 491-511. https://doi.org/10.1016/s0193-3973(00)00051-4Ryan, R.M., & Deci, E.L. (2009). Promoting self-determined school engagement: Motivation, learning, and well-being. In K.R. Wenzel & A. Wigfield (Eds.), Educational Psychology Handbook Series. Handbook of Motivation at School (pp. 171–195). Routledge, Taylor & Francis Group.Roorda D.L., Koomen H.M., Spilt J.L., Oort F.J. The influence of affective teacher - student relationships on students’ school engagement and achievement: a meta-analytic approach // Review of educational research. 2011. Vol. 81. No. 4. Pp. 493-529. https://doi.org/10.3102 %2F0034654311421793Saeed, S., & Zyngier, D. (2012). How motivation influences student engagement: A qualitative case study. Journal of Education and Learning, 1(2). https://doi.org/10.5539/jel.v1n2p252Ryan R.M., Deci E.L. Promoting self-determined school engagement: motivation, learning, and well-being // Educational psychology handbook series: handbook of motivation at school / ed. by K.R. Wenzel, A. Wigfield. Routledge, Taylor & Francis Group, 2009. Pp. 171-195Schlechty, P.C. (2002). Working on the Work: An Action Plan for Teachers, Principals, and Superintendents. San Francisco, CA: Jossey-Bass.Saeed S., Zyngier D. How motivation influences student engagement: a qualitative case study // Journal of Education and Learning. 2012. Vol 1. No. 2. Pp. 252-267. https://doi.org/10.5539/jel.v1n2p252Shannon, M., Barry, C.M., DeGrace, A., & DiDonato, T. (2015). How parents still help emerging adults get their homework done: The role of self-regulation as a mediator in the relation between parent – child relationship quality and school engagement. Journal of Adult Development, 23(1), 36–44. https://doi.org/10.1007/s10804-015-9219-0Schlechty P.C. Working on the work: an action plan for teachers, principals, and superintendents. San Francisco, CA: Jossey-Bass, 2002Shcheglova, I.A., Koreshnikova, Y.N., & Parshina, О.А. (2019). The role of engagement in the development of critical thinking in undergraduates. Educational Studies Moscow, (1), 264–289. https://doi.org/10.17323/1814-9545-2019-1-264-289 (In Russ.)Shannon M., Barry C.M., DeGrace A., DiDonato T. How parents still help emerging adults get their homework done: the role of self-regulation as a mediator in the relation between parent - child relationship quality and school engagement // Journal of Adult Development. 2016. Vol. 23. No. 1. Pp. 36-44. https://doi.org/10.1007/s10804-015-9219-0Skinner, E.A., & Pitzer, J.R. (2012). Developmental dynamics of student engagement, coping, and everyday resilience In S.L. Christenson et al. (Eds.), Handbook of Research on Student Engagement (pp. 21–44). MA, Boston, Springer. https://doi.org/10.1007/978-1-4614-2018-7_2Skinner E.A., Pitzer J.R. Developmental dynamics of student engagement, coping, and everyday resilience // Handbook of research on student engagement / ed. by S.L. Christenson et al. MA, Boston: Springer, 2012. Pp. 21-44. https://doi.org/10.1007/978-1-4614-2018-7_2Stefansson, K.K., Gestsdottir, S., Birgisdottir, F., & Lerner, R.M. (2018). School engagement and intentional self-regulation: A reciprocal relation in adolescence. Journal of Adolescence, 64, 23–33. https://doi.org/10.1016/j.adolescence.2018.01.005Stefansson K., Gestsdottir S., Birgisdottir F., Lerner R.M. School engagement and intentional self-regulation: a reciprocal relation in adolescence // Journal of Adolescence. 2018. Vol. 64. Pp. 23-33. https://doi.org/10.1016/j.adolescence.2018.01.005Sun, J.C.-Y., & Rueda, R. (2011). Situational interest, computer self-efficacy and self-regulation: Their impact on student engagement in distance education. British Journal of Educational Technology, 43(2), 191–204. https://doi.org/10.1111/j.1467-8535.2010.01157.xSun J.C.Y., Rueda R. Situational interest, computer self-efficacy and self-regulation: their impact on student engagement in distance education // British Journal of Educational Technology. 2012. Vol. 43. No. 2. Pp. 191-204. https://doi.org/10.1111/j.1467-8535.2010.01157.xUpadyaya, K., & Salmela-Aro, K. (2013). Development of school engagement in association with academic success and well-being in varying social contexts. European Psychologist, 18(2), 136–147. https://doi.org/10.1027/1016-9040/a000143Upadyaya K., Salmela-Aro K. Development of school engagement in association with academic success and well-being in varying social contexts: a review of empirical research // European Psychologist. 2013. Vol. 18. No. 2. P. 136. https://doi.org/10.1027/1016-9040/a000143Vasalampi, K., Salmela-Aro, K., & Nurmi, J.E. (2009). Adolescents’ self-concordance, school engagement, and burnout predict their educational trajectories. European psychologist, 14(4), 332–341. https://doi.org/10.1027/1016-9040.14.4.332Vasalampi K., Salmela-Aro K., Nurmi J.E. Adolescents’ self-concordance, school engagement, and burnout predict their educational trajectories // European psychologist. 2009. Vol. 14. No. 4. Pp. 332-341. https://doi.org/10.1027/1016-9040.14.4.332Wang, C., Shim, S.S., & Wolters, C.A. (2017). Achievement goals, motivational self-talk, and academic engagement among Chinese students. Asia Pacific Education Review, 18(3), 295–307. https://doi.org/10.1007/s12564-017-9495-4Wang C., Shim S.S., Wolters S.A. Achievement goals, motivational self-talk, and academic engagement among Chinese students// Asia Pacific Education Review. 2017. Vol. 18. No. 3. Pp. 295-307. https://doi.org/10.1007/s12564-017-9495-4Wang, M., Deng, X., & Du, X. (2018). Harsh parenting and academic achievement in Chinese adolescents: Potential mediating roles of effortful control and classroom engagement. Journal of School Psychology, 67, 16–30. https://doi.org/10.1016/j.jsp.2017.09.002Wang M., Deng X., Du X. Harsh parenting and academic achievement in Chinese adolescents: potential mediating roles of effortful control and classroom engagement // Journal of School Psychology. 2018. Vol. 67. Pp. 16-30. https://doi.org/.1016/j.jsp.2017.09.002Wang, M.T., & Degol, J. (2014). Staying engaged: Knowledge and research needs in student engagement. Child development perspectives, 8(3), 137–143. https://doi.org/10.1111/cdep.12073Wang M.T., Degol J. Staying engaged: Knowledge and research needs in student engagement // Child development perspectives. 2014. Vol. 8. No. 3. Pp. 137-143. https://doi.org/10.1111/cdep.12073Wang, M.-T., & Eccles, J.S. (2011). Adolescent behavioral, emotional, and cognitive engagement trajectories in school and their differential relations to educational success. Journal of Research on Adolescence, 22(1), 31–39. https://doi.org/10.1111/j.1532-7795.2011.00753.xWang M.-T., Eccles J.S. Adolescent behavioral, emotional, and cognitive engagement trajectories in school and their differential relations to educational success // Journal of Research on Adolescence. 2012. Vol. 22. No. 1. Pp. 31-39. https://doi.org/10.1111/j.1532-7795.2011.00753.xWang, M.-T., & Eccles, J.S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12–23. https://doi.org/10.1016/j.learninstruc.2013.04.002Wang M.-T., Eccles J.S. School context, achievement motivation, and academic engagement: a longitudinal study of school engagement using a multidimensional perspective // Learning and Instruction. 2013. Vol. 28. Pp. 12-23. https://doi.org/10.1016/j.learninstruc.2013.04.002Wang, M.-T., & Fredricks, J.A. (2013). The reciprocal links between school engagement, youth problem behaviors, and school dropout during adolescence. Child Development, 85(2), 722–737. https://doi.org/10.1111/cdev.12138Wang M.-T., Fredricks J., Ye F., Hofkens T., Linn J.S. Conceptualization and assessment of adolescents’ engagement and disengagement in school: a multidimensional school engagement scale // European Journal of Psychological Assessment. 2019. Vol. 35. No. 4. Pp. 592-606. https://doi.org/10.1027/1015-5759/a000431Wang, M.-T., Fredricks, J., Ye, F., Hofkens, T., & Linn, J.S. (2019). Conceptualization and assessment of adolescents’ engagement and disengagement in school. European Journal of Psychological Assessment, 35(4), 592–606. https://doi.org/10.1027/1015-5759/a000431Wang M.-T., Fredricks J.A. The reciprocal links between school engagement, youth problem behaviors, and school dropout during adolescence // Child Development. 2014. Vol. 85. No. 2. Pp. 722-737. https://doi.org/10.1111/cdev.12138Wigfield A., & Wagner A.L. (2005). Competence, motivation, and identity development during adolescence. In J.A. Elliot, S.C. Dweck (Eds.), Handbook of Competence and Motivation (pp. 222–239). NY.: The Guilford Press.Wigfield A., Wagner A.L. Competence, motivation, and identity development during adolescence // Handbook of competence and motivation / ed. by. J.A. Elliot, S.C. Dweck, NY.: The Guilford Press, 2005. Pp. 222-239Wolters, C., & Taylor, D. (2012). A Self-regulated learning perspective on student engagement. In S.L. Christenson et al. (Eds.), Handbook of Research on Student Engagement (pp. 635–653). MA, Boston, Springer. https://doi.org/10.1007/978-1-4614-2018-7_37Wolters C., Taylor D. A self-regulated learning perspective on student engagement // Handbook of research on student engagement / ed. by S.L. Christenson et al. MA, Boston: Springer, 2012. Pp. 635-653. https://doi.org/10.1007/978-1-4614-2018-7_37Zimmer-Gembeck, M.J., Chipuer, H.M., Hanisch, M., Creed, P.A., & McGregor, L. (2006). Relationships at school and stage-environment fit as resources for adolescent engagement and achievement. Journal of Adolescence, 29(6), 911–933. https://doi.org/10.1016/j.adolescence.2006.04.008Zimmer-Gembeck M.J., Chipuer H.M., Hanisch M., Creed P.A., McGregor L. Relationships at school and stage-environment fit as resources for adolescent engagement and achievement // Journal of Adolescence. 2006. Vol. 29. No. 6. Pp. 911-933. https://doi.org/10.1016/j.adolescence.2006.04.008