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)3529710.22363/2313-1683-2023-20-2-289-310WKXRSWPERSONALITY IN CONTEMPORARY EDUCATIONAL ENVIRONMENTЛИЧНОСТЬ В СОВРЕМЕННОМ ОБРАЗОВАТЕЛЬНОМ ПРОСТРАНСТВЕResearch ArticleContributions of Individual Intellectual Integrations to the Academic Achievement of Humanities StudentsВклады индивидуально-интеллектуальных интеграций в академическую успеваемость студентов гуманитарного профиля подготовкиhttps://orcid.org/0000-0001-8494-56748664947000AAD-5451-20207398-0715DorfmanLeonid Ya.ДорфманЛеонид Яковлевич

Doctor of Psychological Sciences, Professor, Head of the Department of Humanities

доктор психологических наук, профессор, заведующий кафедрой гуманитарных дисциплин

dorfman07@yandex.ruhttps://orcid.org/0000-0002-3633-292657192099434X-7824-20183744-8423KaluginAlexey Yu.КалугинАлексей Юрьевич

PhD in Psychology, Associate Professor, Head of the Department of Theoretical and Applied Psychology

кандидат психологических наук, доцент, заведующий кафедрой теоретической и прикладной психологии

kaluginau@yandex.ruPerm State Institute of CultureПермский государственный институт культурыPerm State Humanitarian Pedagogical UniversityПермский государственный гуманитарно-педагогический университет30062023202VOL 20, NO2 (2023)ТОМ 20, №2 (2023)28931007072023Copyright ©; 2023, Dorfman L.Y., Kalugin A.Y.Copyright ©; 2023, Дорфман Л.Я., Калугин А.Ю.2023Dorfman L.Y., Kalugin A.Y.Дорфман Л.Я., Калугин А.Ю.https://creativecommons.org/licenses/by-nc/4.0https://journals.rudn.ru/psychology-pedagogics/article/view/35297

The contributions of individual intellectual integrations to the academic achievement of humanities students from the standpoint of the system’s principle, the system-integrative approach and the concept of dual systems were studied. System 1 (integral individuality) and system 2 (intelligence and creativity) were considered in the context of the cultural and educational environment. The purpose of the study was to identify the effects that this dual system produces on the academic achievement of students. The effects were tested under two conditions: (1) systems 1 and 2 operated together, and (2) systems 1 and 2 operated in parallel and separately. The study involved 415 humanities students of higher educational institutions of Perm, including 293 females and 122 males aged 17 to 22 years ( M = 18.6; SD = 1.0). Specially developed methods were used to study the properties of individuality (nervous system, temperament and personality), indicators of crystallized and/or fluid intelligence, and indicators of creativity (fluency, originality and flexibility). During the study, three models (full, correlated and uncorrelated) were developed and tested. The full model had an acceptable fit with the data and indicated the contribution of Conscientiousness (system 1) and Crystallized Intelligence (system 2) to the academic achievement. The correlated model was in good fit with the data and indicated the contribution of Conscientiousness , Neuroticism (system 1), and Crystallized Intelligence (system 2) to the academic achievement. Taken together, these properties explained 19% of the variance in the academic achievement. The uncorrelated model was consistent with the correlated model, except for the integration of systems 1 and 2, and was badly fitted to the data. The results of the study correlated well with the results of meta-analyses. The individual intellectual integrations were limited and selective. They affected some variables but did not touch other ones. Thus, the considered dual system functions rather jointly than separately.

С позиций принципа системности, системно-интегративного подхода и положения о двойных системах изучались вклады индивидуально-интеллектуальных интеграций в академическую успеваемость студентов. Интегральная индивидуальность (система 1), интеллект и креативность (система 2) соотносились с внешней культурно-образовательной средой. Проблема исследования заключалась в выявлении эффектов, которые производит указанная двойная система на академическую успеваемость. Эффекты тестировались при двух условиях: 1) системы 1 и 2 действуют совместно; 2) системы 1 и 2 действуют в параллельном режиме и по отдельности. В исследовании приняли участие 415 студентов высших учебных заведений Перми, обучающиеся по направлениям гуманитарного профиля, из них 293 девушки и 122 юноши в возрасте от 17 до 22 лет ( M = 18,6; SD = 1,0). Использовались методики для изучения свойств индивидуальности (свойства нервной системы, темперамента, личности), показателей кристаллизованного и флюидного интеллекта и креативности (беглость, оригинальность, гибкость). Основным методом анализа данных было структурное моделирование. Тестировались три модели: полная, коррелирующая и некоррелирующая. Полная модель имела приемлемую согласованность с данными и указывала на вклад Добросовестности (система 1) и Кристаллизованного интеллекта (система 2) в академическую успеваемость. Коррелирующая модель имела хорошую согласованность с данными и указывала на вклад Добросовестности , Нейротизма (система 1) и Кристаллизованного интеллекта (система 2) в академическую успеваемость. Совокупно данные свойства объясняли 19 % дисперсии академической успеваемости. Некоррелирующая модель соответствовала коррелирующей за исключением интеграции систем 1 и 2, она плохо согласовывалась с данными. Результаты исследования хорошо соотносились с результатами метаанализов. Индивидуально-интеллектуальные интеграции были ограниченными и избирательными. Они затрагивали одни переменные и не касались других. Таким образом, рассмотренная двойная система функционирует скорее совместно, чем по отдельности.

system-integrative approachdual systemsindividual intellectual integrationsacademic achievementstudentsсистемно-интегративный подходдвойные системыиндивидуально-интеллектуальные интеграцииакадемическая успеваемостьстудентыThe study was carried out with the financial support of the Russian Foundation for Basic Research within the framework of scientific project No. 19-29-07046.Исследование выполнено при финансовой поддержке Российского фонда фундаментальных исследований в рамках научного проекта № 19-29-07046.Abdelrahman, R.M. (2020). Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students. Heliyon, 6(9), e04192. https://doi.org/10.1016/j.heliyon.2020.e04192Аверина И.С., Щебланова Е.И. Вербальный тест творческого мышления «Необычное использование». М.: Соборъ, 1996. 60 с.Ahmed, Z., Asim, M., & Pellitteri, J. (2019). Emotional intelligence predicts academic achievement in Pakistani management students. The International Journal of Management Education, 17(2), 286–293. https://doi.org/10.1016/j.ijme.2019.04.003Батурин Н.А., Курганский Н.А. Краткое руководство по Универсальному интеллектуальному тесту (УИТ СПЧ): Челябинск - Санкт-Петербург. СПб., 1995. 19 с.Akpur, U. (2020). Critical, reflective, creative thinking and their reflections on academic achievement. Thinking Skills and Creativity, 37, 100683. https://doi.org/10.1016/j.tsc.2020.100683Вяткин Б.А., Дорфман Л.Я. Системная интеграция индивидуальности человека. М.: Институт психологии РАН, 2018. 176 с.Anderman, E.M. (2020). Achievement motivation theory: Balancing precision and utility. Contemporary Educational Psychology, 61, 101864. https://doi.org/10.1016/j.cedpsych.2020.101864Данилова Н.П., Шмелев А.Г. Тест-опросник Стреляу // Практикум по психодиагностике. Психодиагностические материалы / под ред. А.Г. Шмелева. М.: МГУ, 1988. С. 4-10.Averina, I.S., & Shcheblanova, E.I. (1996). Verbal test of creative thinking “unusual uses”. Moscow: Sobor Publ. (In Russ.)Докука С.В. Социальное окружение и академическая успеваемость: обзор исследований, использующих стохастическое акторно-ориентированное моделирование // Социологический журнал. 2021. Т. 27. № 3. С. 175-191. https://doi.org/10.19181/socjour.2021.27.3.8429Baturin, N.A., & Kurganskiy, N.A. (1995). A quick guide to the Universal Intelligent Test. St. Petersburg. (In Russ.)Дорфман Л.Я. Каузальный плюрализм и холизм в концепции метаиндивидуального мира // Психология. Журнал Высшей школы экономики. 2016. Т. 13. № 1. С. 115-153. https://doi.org/10.17323/1813-8918-2016-1-115-153Brown, T. (2015). Confirmatory factor analysis for applied research. New York, London: The Guilford Press.Дорфман Л.Я., Калугин А.Ю. Индивидуально-интеллектуальная модель академических достижений студентов (на материале гуманитарных специальностей) // Психологическая наука и образование. 2022. Т. 27. № 4. C. 68-76. https://doi.org/10.17759/pse.2022270407Chamorro-Premuzic, T., Moutafi, J., & Furnham, A. (2005). The relationship between personality traits, subjectively-assessed and fluid intelligence. Personality and Individual Differences, 38(7), 1517‒1528. https://doi.org/10.1016/j.paid.2004.09.018Дорфман Л.Я., Калугин А.Ю. Индивидуально-интеллектуальные интеграции человека. М.: Институт психологии РАН, 2021. 279 с. https://doi.org/10.38098/mng_21_0438Chen, C., Elliot, A.J., & Sheldon, K.M. (2019). Psychological need support as a predictor of intrinsic and external motivation: The mediational role of achievement goals. Educational Psychology, 39(8), 1090–1113. https://doi.org/10.1080/01443410.2019.1618442Дорфман Л.Я., Калугин А.Ю. Интеграция знания в современной психологической науке: кросс-теоретические интеграции и эмпирические модели // Вестник Удмуртского университета. Серия: Философия. Психология. Педагогика. 2022. Т. 32. № 3. С. 275-286. https://doi.org/10.35634/2412-9550-2022-32-3-235-246Danilova, N.P., & Shmelev, A.G. (1988). Strelyau test questionnaire. In A.G. Shmelev (Ed.), Workshop on Psychodiagnostics. Psychodiagnostic Materials (pp. 4–10). Moscow: MGU Publ. (In Russ.)Дорфман Л.Я., Калугин А.Ю. Четырехфакторный опросник Я: его концептуальный и психометрический анализ // Сибирский психологический журнал. 2020. № 75. С. 53-74. https://doi.org/10.17223/17267080/75/4De Neys, W. (2017). Bias, conflict, and fast logic: Towards a hybrid dual process future? In W. De Neys (Ed.), Dual Process Theory 2.0 (pp. 47–65). Oxon, UK: Routledge.Зенкина В.Г., Зенкин И.С., Владимирова К.Е. Хронобиологический тип студентов и академическая успеваемость // Амурский медицинский журнал. 2019. № 3. С. 36-40.Deutsch, R., & Strack, F. (2006). Duality models in social psychology: From dual processes to interacting systems. Psychological Inquiry, 17(3), 166–172. https://doi.org/10.1207/s15327965pli1703_2Ишмуратова Ю.А., Потанина А.М., Бондаренко И.Н. Вклад осознанной саморегуляции, вовлеченности и мотивации в академическую успеваемость школьников в разные периоды обучения // Психологическая наука и образование. 2021. Т. 26. № 5. C. 17-29. https://doi.org/10.17759/pse.2021260502DeYoung, C.G. (2006). Higher-order factors of the Big Five in a multi-informant sample. Journal of Personality and Social Psychology, 91(6), 1138–1151. https://doi.org/10.1037/0022-3514.91.6.1138Калугин А.Ю., Щебетенко С.А., Мишкевич А.М., Сото К.Дж., Джон О.П. Психометрика русскоязычной версии Big Five Inventory - 2 // Психология. Журнал Высшей школы экономики. 2021. Т. 18. № 1. С. 7-33. https://doi.org/10.17323/1813-8918-2021-1-7-33Dokuka, S.V. (2021). Social environment and academic performance: A systematic review of stochastic actor-oriented research. Sociological Journal, 27(3), 175–191. (In Russ.) https://doi.org/10.19181/socjour.2021.27.3.8429Лобанов А.П., Радчикова Н.П., Дроздова Н.В., Воронова А.В. Влияние академических и неакадемических видов интеллекта на учебные достижения студентов // Известия Саратовского университета. Новая серия. Серия Акмеология образования. Психология развития. 2018. Т. 7. №. 4. С. 304-312. https://doi.org/10.18500/2304-9790-2018-7-4-304-312Dorfman, L., & Kalugin, A. (2022). Individual intellectual integration in Russian students. Cambridge Scholars Publishing.Ломов Б.Ф. Методологические и теоретические проблемы психологии. М.: Наука, 1984. 444 с.Dorfman, L.Ya. (2016). The causal pluralism and holism in the meta-individual world theory. Psychology. Journal of the Higher School of Economics, 13 (1), 115−153. (In Russ.) https://doi.org/10.17323/1813-8918-2016-1-115-153Мерлин В.С. Очерк интегрального исследования индивидуальности. М.: Педагогика, 1986. 256 с.Dorfman, L.Ya., & Kalugin, A.Yu. (2020). The four-factor self questionnaire: Its theoretical and psychometric properties. Siberian Journal of Psychology, (75), 53–74. (In Russ.) https://doi.org/10.17223/17267080/75/4Пономарев Я.А. Психология творчества. М.: Наука, 1976. 302 с.Dorfman, L.Ya., & Kalugin, A.Yu. (2021). Individual-intellectual integration of person. Moscow: Institute of Psychology RAS. (In Russ.) https://doi.org/10.38098/mng_21_0438Прохорова А.А. Зарубежные исследования сверхвключенного типа родительства (overparenting) // Современная зарубежная психология. 2019. Т. 8. № 4. С. 16-24. https://doi.org/10.17759/jmfp.2019080402Dorfman, L.Ya., & Kalugin, A.Yu. (2022a). An individual-intellectual model of students’ academic achievement (based on humanitarian specializations). Psychological Science and Education, 27(4), 68−76. (In Russ.) https://doi .org/10 .17759/pse.2022270407Равен Дж.К., Курт Дж.Х., Равен Дж. Руководство к прогрессивным матрицам Равена и словарным шкалам. Раздел 1. Общая часть руководства. М.: Когито-Центр, 1997. 82 с.Dorfman, L.Ya., & Kalugin, A.Yu. (2022b). Integration of knowledge in modern psychological science: Cross-theoretical integrations and empirical models. Bulletin of Udmurt University. Series Philosophy. Psychology. Pedagogy, 32(3), 275–286. (In Russ.) https://doi.org/10.35634/2412-9550-2022-32-3-235-246Ржанова И.Е., Алексеева О.С., Бурдукова Ю.А. Успешность в обучении: взаимосвязь флюидного интеллекта и рабочей памяти // Психологическая наука и образование. 2020. Т. 25. № 1. C. 63-74. https://doi.org/10 .17759/pse.2020250106Duckworth, A.L., Taxer, J.L., Eskreis-Winkler, L., Galla, B.M., & Gross, J.J. (2019). Self-control and academic achievement. Annual Review of Psychology, 70, 373–399. https://doi.org/10.1146/annurev-psych-010418-103230Смирнов С.Д., Корнилова Т.В., Корнилов С.А., Малахова С.И. О связи интеллектуальных и личностных характеристик студентов с успешностью их обучения // Вестник Московского университета. Серия 14. Психология. 2007. № 3. С. 82-87.Evans, J.S.B.T., & Stanovich, K.E. (2013). Dual-process theories of higher cognition: Advancing the debate. Perspectives on Psychological Science: A Journal of the Association for Psychological Science, 8(3), 223–241. https://doi.org/10.1177/1745691612460685Стреляу Я., Митина О., Завадский Б., Бабаева Ю., Менчук Т. Методика диагностики темперамента (формально-динамических характеристик поведения). М.: Смысл, 2009. 104 с.Fomina, Т.G., Filippova, Е.V., & Morosanova, V.I. (2021). Longitudinal study of the relationship between conscious self-regulation, school engagement and student academic achievement. Psychological Science and Education, 26(5), 30–42. (In Russ.) https://doi.org/10.17759/pse.2021260503Ушаков Д.В. Интеллект: структурно-динамическая теория. М.: Институт психологии РАН, 2003. 264 с.George, D., & Mallery, P. (2016). IBM SPSS Statistics 23 step by step: A simple guide and reference. New York: Routledge.Ушаков Д.В. Психология интеллекта и одаренности. М.: Институт психологии РАН, 2011. 464 с.Guilford, J.P. (1950). Creativity. American Psychologist, 5(9), 444–454. https://doi.org/10.1037/h0063487Фомина Т.Г., Филиппова Е.В., Моросанова В.И. Лонгитюдное исследование взаимосвязи осознанной саморегуляции, школьной вовлеченности и академической успеваемости учащихся // Психологическая наука и образование. 2021. Т. 26. № 5. C. 30-42. https://doi.org/10.17759/pse.2021260503Guilford, J.P. (1967). The nature of human intelligence. New York: McGraw-Hill. https://doi.org/10.3102/00028312005002249Abdelrahman R.M. Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students // Heliyon. 2020. Vol. 6. No 9. https://doi.org/10.1016/j.heliyon.2020.e04192Howard, J.M., Nicholson, B.C., & Chesnut, S.R. (2019). Relationships between positive parenting, overparenting, grit, and academic success. Journal of College Student Development, 60(2), 189–202. https://doi.org/10.1353/csd.2019.0018Ahmed Z., Asim M., Pellitteri J. Emotional intelligence predicts academic achievement in Pakistani management students // The International Journal of Management Education. 2019. Vol. 17. No 2. Pp. 286-293. https://doi.org/10.1016/j.ijme.2019.04.003Ishmuratova, Yu.А., Potanina, А.М., & Bondarenko, I.N. (2021). Impact of conscious self-regulation, engagement and motivation on academic performance of schoolchildren during different periods of study. Psychological Science and Education, 26(5), 17–29. (In Russ.) https://doi.org/10.17759/pse.2021260502Akpur U. Critical, reflective, creative thinking and their reflections on academic achievement // Thinking Skills and Creativity. 2020. Vol. 37. https://doi.org/10.1016/j.tsc.2020.100683James, W. (1996). A pluralistic universe. Hibbert lectures. New York: University of Nebraska Press.Anderman E.M. Achievement motivation theory: balancing precision and utility // Contemporary Educational Psychology. 2020. Vol. 61. https://doi.org/10.1016/j.cedpsych.2020.101864Kahneman, D. (2011). Thinking, fast and slow. New York: Farrar Straus and Giroux.Brown T. Confirmatory factor analysis for applied research. New York - London: The Guilford Press, 2015. 462 p.Kalugin, A.Yu., Shchebetenko, S.A., Mishkevich, A.M., Soto, C.J., & John, O.P. (2021). Psychometric properties of the Russian version of the Big Five Inventory – 2. Psychology. Journal of the Higher School of Economics, 18(1), 7–33. (In Russ.) https://doi.org/10.17323/1813-8918-2021-1-7-33Chamorro-Premuzic T., Moutafi J., Furnham A. The relationship between personality traits, subjectively-assessed and fluid intelligence // Personality and Individual Differences. 2005. Vol. 38. No 7. Pp. 1517-1528. https://doi.org/10.1016/j.paid.2004.09.018Lobanov, A.P., Radchikova, N.P., Drozdova, N.V., & Voronova, A.V. (2018). Influence of academic and non-academic types of intelligence on academic achievements of students. Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology, 7(4), 304–312. (In Russ.) https://doi.org/10.18500/2304-9790-2018-7-4-304-312Chen C., Elliot A.J., Sheldon K.M. Psychological need support as a predictor of intrinsic and external motivation: the mediational role of achievement goals // Educational Psychology. 2019. Vol. 39. No 8. Pp. 1090-1113. https://doi.org/10.1080/01443410.2019.1618442Lomov, B.F. (1984). Methodological and theoretical problems of psychology. Moscow: Nauka Publ. (In Russ.)De Neys W. Bias, conflict, and fast logic: towards a hybrid dual process future? // Dual Process Theory 2.0 / ed. by W. De Neys. Oxon, UK: Routledge, 2017. Pp. 47-65.Mammadov, S. (2022). Big Five personality traits and academic performance: A meta‐analysis. Journal of Personality, 90(2), 222‒255. https://doi.org/10.1111/jopy.12663Deutsch R., Strack F. Duality models in social psychology: from dual processes to interacting systems // Psychological Inquiry. 2006. Vol. 17. No 3. Pp. 166-172. https://doi.org/10.1207/s15327965pli1703_2Merlin, V.S. (1986). Essay on integral study of individuality. Moscow: Pedagogika Publ. (In Russ.)DeYoung C.G. Higher-order factors of the Big Five in a multi-informant sample // Journal of personality and social psychology. 2006. Vol. 91. No 6. Pp. 1138-1151. https://doi.org/10.1037/0022-3514.91.6.1138Morales-Vives, F., Camps, E., & Dueñas, J.M. (2020). Predicting academic achievement in adolescents: The role of maturity, intelligence and personality. Psicothema, 32(1), 84–91. https://doi.org/10.7334/psicothema2019.262Dorfman L., Kalugin A. Individual intellectual integration in Russian students. Cambridge Scholars Publishing, 2022. 230 p.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. https://doi.org/10.11621/pir.2022.0411Duckworth A.L., Taxer J.L., Eskreis-Winkler L., Galla B.M., Gross J.J. Self-control and academic achievement // Annual Review of Psychology. 2019. Vol. 70. Pp. 373-399. https://doi.org/10.1146/annurev-psych-010418-103230Moutafi, J., Furnham, A., & Crump, J. (2003). Demographic and personality predictors of intelligence: A study using the NEO personality inventory and the Myers – Briggs type indicator. European Journal of Personality, 17(1), 79‒94. https://doi.org/10.1002/per.471Evans J.S.B.T., Stanovich K.E. Dual-process theories of higher cognition: advancing the debate // Perspectives on Psychological Science: A Journal of the Association for Psychological Science. 2013. Vol. 8. No 3. Pp. 223-241. https://doi.org/10.1177/1745691612460685Moutafi, J., Furnham, A., & Crump, J. (2006). What facets of openness and conscientiousness predict fluid intelligence score? Learning and Individual Differences, 16(1), 31‒42. https://doi.org/10.1016/j.lindif.2005.06.003George D., Mallery P. IBM SPSS Statistics 23 step by step: a simple guide and reference. New York: Routledge, 2016. 400 p.Nasir, M., & Iqbal, S. (2019). Academic self-efficacy as a predictor of academic achievement of students in pre service teacher training programs. Bulletin of Education and Research, 41(1), 33–42.Guilford J.P. Creativity // American Psychologist. 1950. Vol. 5. No 9. Pp. 444-454. https://doi.org/10.1037/h0063487Olivier, E., Archambault, I., De Clercq, M., & Galand, B. (2019). Student self-efficacy, classroom engagement, and academic achievement: Comparing three theoretical frameworks. Journal of Youth and Adolescence, 48(2), 326–340. https://doi.org/10.1007/s10964-018-0952-0Guilford J.P. The nature of human intelligence. New York: McGraw-Hill, 1967. 538 p. https://doi.org/10.3102/00028312005002249Ponomarev, Ya.A. (1976). Psychology of creativity. Moscow: Nauka Publ. (In Russ.)Howard J.M., Nicholson B.C., Chesnut S.R. Relationships between positive parenting, overparenting, grit, and academic success // Journal of College Student Development. 2019. Vol. 60. No 2. Pp. 189-202. https://doi.org/10.1353/csd.2019.0018Prokhorova, A.A. (2019). Foreign studies of overparenting style of parenthood. Journal of Modern Foreign Psychology, 8(4), 16–24. (In Russ.) https://doi.org/10.17759/jmfp.2019080402James W. A pluralistic universe. Hibbert lectures. New York: University of Nebraska Press, 1996. 404 p.Rand, K.L., Shanahan, M.L., Fischer, I.C., & Fortney, S.K. (2020). Hope and optimism as predictors of academic performance and subjective well-being in college students. Learning and Individual differences, 81, 101906. https://doi.org/10.1016/j.lindif.2020.101906Kahneman D. Thinking, fast and slow. New York: Farrar Straus and Giroux, 2011. 512 p.Raven, Dzh.K., Kurt, Dzh.Kh., & Raven, Dzh. (1997). Manual for Raven’s progressive matrices and vocabulary scales. Section 1. General overview. Moscow: Kogito-Tsentr Publ. (In Russ.)Mammadov S. Big Five personality traits and academic performance: a meta-analysis // Journal of Personality. 2022. Vol. 90. No 2. Pp. 222-255. https://doi.org/10.1111/jopy.12663Rzhanova, I.E., Alekseeva, O.S., & Burdukova, Yu.A. (2020). Successful learning: Relationship between fluid intelligence and working memory. Psychological Science and Education, 25(1), 63–74. (In Russ.) https://doi.org/10.17759/pse.2020250106Morales-Vives F., Camps E., Dueñas J.M. Predicting academic achievement in adolescents: the role of maturity, intelligence and personality // Psicothema. 2020. Vol. 32. No 1. Pp. 84-91. https://doi.org/10.7334/psicothema2019.262Schreiber, J.B., Nora, A., Stage, F.K., Barlow, E.A., & King, J. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. The Journal of Educational Research, 99(6), 323–338. https://doi.org/10.3200/JOER.99.6.323-338Morosanova V.I., Bondarenko I.N., Fomina T.G. 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. 2022. Vol. 15. No 4. Pp. 170-187. https://doi.org/10.11621/pir.2022.0411Shchebetenko, S., Kalugin, A.Y., Mishkevich, A.M., Soto, C.J., & John, O.P. (2020). Measurement invariance and sex and age differences of the Big Five Inventory – 2: Evidence from the Russian version. Assessment, 27(3), 472–486. https://doi.org/10.1177/1073191119860901Moutafi J., Furnham A., Crump J. Demographic and personality predictors of intelligence: a study using the NEO personality inventory and the Myers - Briggs type indicator // European Journal of Personality. 2003. Vol. 17. No 1. Pp. 79-94. https://doi.org/10.1002/per.471Smirnov, S.D., Kornilova, T.V., Kornilov, S.A., & Malakhova, S.I. (2007). About the connection between intellectual abilities and personality traits of students and their academic success. Moscow University Psychology Bulletin. Series 14. Psychology, (3), 82–87. (In Russ.)Moutafi J., Furnham A., Crump J. What facets of openness and conscientiousness predict fluid intelligence score? // Learning and Individual Differences. 2006. Vol. 16. No 1. Pp. 31-42. https://doi.org/10.1016/j.lindif.2005.06.003Soto, C.J., & John, O.P. (2017). The next Big Five Inventory (BFI-2): Developing and assessing a hierarchical model with 15 facets to enhance bandwidth, fidelity, and predictive power. Journal of Personality and Social Psychology, 113(1), 117. https://doi.org/10.1037/pspp0000096Nasir M., Iqbal S. Academic self-efficacy as a predictor of academic achievement of students in pre service teacher training programs // Bulletin of Education and Research. 2019. Vol. 41. No 1. Pp. 33-42.Stajković, A., Bandura, A., Locke, E., Lee, D., & Sergent, K. (2018). Test of three conceptual models of influence of the big five personality traits and self-efficacy on academic performance: A meta-analytic path-analysis. Personality and Individual Differences, 120, 238–245. https://doi.org/10.1016/j.paid.2017.08.014Olivier E., Archambault I., De Clercq M., Galand B. Student self-efficacy, classroom engagement, and academic achievement: comparing three theoretical frameworks // Journal of Youth and Adolescence. 2019. Vol. 48. No 2. Pp. 326-340. https://doi.org/10.1007/s10964-018-0952-0Stanovich, K. (2010). Rationality and the reflective mind. New York: Oxford University Press.Rand K.L., Shanahan M.L., Fischer I.C., Fortney S.K. Hope and optimism as predictors of academic performance and subjective well-being in college students // Learning and Individual differences. 2020. Vol. 81. https://doi.org/10.1016/j.lindif.2020.101906Steinmayr, R., Weidinger, A.F., Schwinger, M., & Spinath, B. (2019). The importance of students’ motivation for their academic achievement – replicating and extending previous findings. Frontiers in Psychology, 10, 1730. https://doi.org/10.3389/fpsyg.2019.01730Schreiber J.B., Nora A., Stage F.K., Barlow E.A., King J. Reporting structural equation modeling and confirmatory factor analysis results: a review // The Journal of Educational Research. 2006. Vol. 99. No 6. Pp. 323-338. https://doi.org/10.3200/JOER.99.6.323-338Strelau, J., & Zawadzki, B. (1995). The formal characteristics of behavior – temperament inventory (FCB–TI): Validity studies. European Journal of Personality, 9(3), 207–229. https://doi.org/10.1002/per.2410090304Shchebetenko S., Kalugin A.Y., Mishkevich A.M., Soto C.J., John O.P. Measurement invariance and sex and age differences of the Big Five Inventory - 2: evidence from the Russian version // Assessment. 2020. Vol. 27. No 3. Pp. 472-486. https://doi.org/10.1177/1073191119860901Strelau, J., Angleitner, A., & Newberry, B.H. (1999). The Pavlovian temperament survey (PTS): An international handbook. Seattle: Hogrefe & Huber Pub.Soto C.J., John O.P. The next Big Five Inventory (BFI-2): developing and assessing a hierarchical model with 15 facets to enhance bandwidth, fidelity, and predictive power // Journal of Personality and Social Psychology. 2017. Vol. 113. No 1. P. 117-143. https://doi.org/10.1037/pspp0000096Strelyau, Ya., Mitina, O., Zavadskiy, B., Babaeva, Yu., & Menchuk, T. (2009). Temperament diagnostic technique (formal dynamic characteristics of behavior). Moscow: Smysl Publ. (In Russ.)Stajković A., Bandura A., Locke E., Lee D., Sergent K. Test of three conceptual models of influence of the big five personality traits and self-efficacy on academic performance: a meta-analytic path-analysis // Personality and Individual Differences. 2018. Vol. 120. Pp. 238-245. https://doi.org/10.1016/j.paid.2017.08.014Suna, H.E., Tanberkan, H., Gür, B., Perc, M., & Özer, M. (2020). Socioeconomic status and school type as predictors of academic achievement. Journal of Economy Culture and Society, (61), 41–64. https://doi.org/10.26650/JECS2020-0034Stanovich K. Rationality and the reflective mind. New York: Oxford University Press, 2010. 328 p.Tikhomirova, T., Malykh, A., & Malykh, S. (2020). Predicting academic achievement with cognitive abilities: Cross-sectional study across school education. Behavioral Sciences, 10(10), 158. https://doi.org/10.3390/bs10100158Steinmayr R., Weidinger A.F., Schwinger M., Spinath B. The importance of students’ motivation for their academic achievement - replicating and extending previous findings // Frontiers in Psychology. 2019. Vol. 10. https://doi.org/10.3389/fpsyg.2019.01730Torun, E.D. (2020). Online distance learning in higher education: E-learning readiness as a predictor of academic achievement. Open Praxis, 12(2), 191–208. https://doi.org/10.5944/openpraxis.12.2.1092Strelau J., Angleitner A., Newberry B.H. The Pavlovian temperament survey (PTS): an international handbook. Seattle: Hogrefe & Huber Pub, 1999. 108 p.Ushakov, D.V. (2003). Intelligence: Structural dynamic theory. Moscow: Institute of Psychology RAS. (In Russ.)Strelau J., Zawadzki B. The formal characteristics of behavior - temperament inventory (FCB - TI): validity studies // European Journal of Personality. 1995. Vol. 9. No 3. Pp. 207-229. https://doi.org/10.1002/per.2410090304Ushakov, D.V. (2011). Psychology of intelligence and giftedness. Moscow: Institute of Psychology RAS. (In Russ.)Suna H.E., Tanberkan H., Gür B., Perc M., Özer M. Socioeconomic status and school type as predictors of academic achievement // Journal of Economy Culture and Society. 2020. No. 61. Pp. 41-64. https://doi.org/10.26650/JECS2020-0034Usher, E.L., Li, C.R., Butz, A.R., & Rojas, J.P. (2019). Perseverant grit and self-efficacy: Are both essential for children’s academic success? Journal of Educational Psychology, 111(5), 877–902. https://doi.org/10.1037/edu0000324Tikhomirova T., Malykh A., Malykh S. Predicting academic achievement with cognitive abilities: cross-sectional study across school education // Behavioral sciences. 2020. Vol. 10. No 10. https://doi.org/10.3390/bs10100158Van der Linden, D., Te Nijenhuis, J., & Bakker, A.B. (2010). The general factor of personality: A meta-analysis of Big Five intercorrelations and a criterion-related validity study. Journal of Research in Personality, 44(3), 315–327. https://doi.org/10.1016/j.jrp.2010.03.003Torun E.D. Online distance learning in higher education: e-learning readiness as a predictor of academic achievement // Open Praxis. 2020. Vol. 12. No 2. Pp. 191-208. https://doi.org/10.5944/openpraxis.12.2.1092Veas, A., Castejón, J.L., Miñano, P., & Gilar‐Corbí, R. (2019). Relationship between parent involvement and academic achievement through metacognitive strategies: A multiple multilevel mediation analysis. British Journal of Educational Psychology, 89(2), 393–411. https://doi.org/10.1111/bjep.12245Usher E.L., Li C.R., Butz A.R., Rojas J.P. Perseverant grit and self-efficacy: are both essential for children’s academic success? // Journal of Educational Psychology. 2019. Vol. 111. No 5. Pp. 877-902. https://doi.org/10.1037/edu0000324Vyatkin, B.A., & Dorfman, L.Ya. (2018). System integration of human individuality. Moscow: Institute of Psychology RAS. (In Russ.)Van der Linden D., Te Nijenhuis J., Bakker A.B. The general factor of personality: a meta-analysis of Big Five intercorrelations and a criterion-related validity study // Journal of Research in Personality. 2010. Vol. 44. No 3. Pp. 315-327. https://doi.org/10.1016/j.jrp.2010.03.003Wallach, M.A., & Kogan, N. (1965). Modes of thinking in young children. New York: Holt, Rinehart, and Winston.Veas A., Castejón J.L., Miñano P., Gilar-Corbí R. Relationship between parent involvement and academic achievement through metacognitive strategies: a multiple multilevel mediation analysis // British Journal of Educational Psychology. 2019. Vol. 89. No 2. Pp. 393-411. https://doi.org/10.1111/bjep.12245Zenkina, V.G., Zenkin, I.S., & Vladimirova, K.E. (2019). Chronobiological type of students and academic performance. Amur Medical Journal, (3), 36–40. (In Russ.)Wallach M.A., Kogan N. Modes of thinking in young children. New York: Holt, Rinehart, and Winston, 1965. 355 p.