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)3696410.22363/2313-1683-2023-20-3-560-577BOUTNZDEVELOPMENT OF SELF-REGULATION: AGE SPECIFICS AND KEY FACTORSРАЗВИТИЕ САМОРЕГУЛЯЦИИ: ВОЗРАСТНАЯ СПЕЦИФИКА И КЛЮЧЕВЫЕ ФАКТОРЫResearch ArticleConscious Self-Regulation, School Engagement and Academic Performance in Adolescents: Differential Psychological AspectОсознанная саморегуляция, школьная вовлеченность и академическая успешность подростков: дифференциально-психологический аспектhttps://orcid.org/0000-0001-5097-473356528023600P-2785-20167480-4880FominaTatiana G.ФоминаТатьяна Геннадьевна

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

кандидат психологических наук, ведущий научный сотрудник, лаборатория психологии саморегуляции

tanafomina@mail.ruhttps://orcid.org/0000-0001-5539-102756964809500P-6901-20167862-3863BondarenkoIrina N.БондаренкоИрина Николаевна

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

кандидат психологических наук, ведущий научный сотрудник, лаборатория психологии саморегуляции

pondi@inbox.ruhttps://orcid.org/0000-0002-7694-19456506351065J-5946-20164335-5542MorosanovaVarvara I.МоросановаВарвара Ильинична

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

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

morosanova@mail.ruPsychological Institute of the Russian Academy of EducationПсихологический институт Российской академии образования06122023203Phenomenology of Childhood in Contemporary Research ContextsФеноменология детства в современных исследовательских контекстах56057706122023Copyright ©; 2023, Fomina T.G., Bondarenko I.N., Morosanova V.I.Copyright ©; 2023, Фомина Т.Г., Бондаренко И.Н., Моросанова В.И.2023Fomina T.G., Bondarenko I.N., Morosanova V.I.Фомина Т.Г., Бондаренко И.Н., Моросанова В.И.https://creativecommons.org/licenses/by-nc/4.0https://journals.rudn.ru/psychology-pedagogics/article/view/36964

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.

Проблема взаимосвязи школьной вовлеченности и саморегуляции обучающихся является актуальным направлением современных изысканий в области психологии образования. Представленное исследование направлено: 1) на выявление индивидуально-типологических групп обучающихся в зависимости от выраженности поведенческого, когнитивного и эмоционального компонентов вовлеченности; 2) сравнительный анализ саморегуляции и академической успеваемости в выделенных группах; 3) анализ регуляторных и личностных ресурсов успеваемости обучающихся подросткового возраста с разными профилями школьной вовлеченности. Выборку составили обучающиеся 7-9 классов ( N = 484; 53 % - мальчики; M = 14,11; SD = 0,76). Использовался опросник В.И. Моросановой «Стиль саморегуляции учебной деятельности», многомерная шкала школьной вовлеченности, русскоязычная адаптация опросника «Большая пятерка - детский вариант». В зависимости от профиля школьной вовлеченности, выделены четыре группы обучающихся, имеющих значимые отличия по уровню осознанной саморегуляции, отдельных регуляторных компонентов, академической успеваемости. Выявлено, что специальными ресурсами для академической успеваемости в выделенных группах являются такие регуляторные компетенции, как моделирование значимых условий и оценивание результатов, а также личностная диспозиция открытости новому опыту. Полученные результаты обсуждаются в контексте ресурсного подхода, а также практических технологий поддержания успеваемости и вовлеченности в подростковом возрасте.

conscious self-regulationschool engagementacademic performancedifferential approachadolescentsосознанная саморегуляцияшкольная вовлеченностьакадемическая успеваемостьдифференциальный подходподростковый возрастThe study was supported by the Russian Science Foundation within the framework of scientific project No. 20-18-00470 “Self-regulation and school engagement as psychological resources for academic success: a longitudinal study”.Исследование выполнено при финансовой поддержке Российского научного фонда в рамках научного проекта № 20-18-00470 «Саморегуляция и школьная вовлеченность как психологические ресурсы академической успешности: лонгитюдное исследование».Bondarenko, I.N., Ishmuratova, Y.A., & Tsyganov, I.Y. (2020). Problems of the relationship between school involvement and academic achievements in modern teenagers. Journal of Modern Foreign Psychology, 9(4), 77–88. (In Russ.) https://doi.org/10.17759/jmfp.2020090407Бондаренко И.Н., Ишмуратова Ю.А., Цыганов И.Ю. 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