Tatiana Gennadievna Fomina

PsyJournalsID: 5096

PhD in Psychology, Leading Researcher, Department of Psychology of Self-regulation, Psychological Institute of the Russian Academy of Education, Moscow, Russia, tanafomina@mail.ru

Personal site: https://www.pirao.ru/workers/fomina-tatyana-gennadevna/

ORCID: 0000-0001-5097-4733

Last updated: 26.09.2023

Articles ¹¹

Psychological-Educational Studies (2023. Vol. 15, no. 3, pp. 23–37)

Conscious Self-Regulation and Psychological Well-Being as Resources for Academic Success in Young Adolescents: A Structural Model

DOI

10.17759/psyedu.2023150302

Psychological Science and Education (2023. Vol. 28, no. 3, pp. 47–61)

Conscious Self-Regulation and Academic Motivation as Resources for Students to Perform Research Project Work

DOI

10.17759/pse.2023280304

Experimental Psychology (Russia) (2022. Vol. 15, no. 4, pp. 167–180)

Dynamics of School Engagement and its Relationship with Development of Conscious Self-regulation in Adolescents

DOI

10.17759/exppsy.2022150411

Journal of Modern Foreign Psychology (2022. Vol. 11, no. 3, pp. 27–37)

Conceptual Approaches to the Analysis of Self-regulated Learning in Foreign Psychology

DOI

10.17759/jmfp.2022110303

145

Psychological-Educational Studies (2022. Vol. 14, no. 2, pp. 32–47)

Regulatory and Personality Resources of Psychological Well-being and Academic Achievement of Elementary School Students: Differential Psychological Aspect

DOI

10.17759/psyedu.2022140203

187

Experimental Psychology (Russia) (2021. Vol. 14, no. 4, pp. 108–122)

Model of the Relationship between Executive Functions, Conscious Self-Regulation, and the Success of Learning Russian in Middle School

DOI

10.17759/exppsy.2021140406

113

Psychological Science and Education (2021. Vol. 26, no. 5, pp. 30–42)

Longitudinal Study of the Relationship Between Conscious Self-Regulation, School Engagement and Student Academic Achievement

DOI

10.17759/pse.2021260503

287

Experimental Psychology (Russia) (2019. Vol. 12, no. 3, pp. 164–175)

Specifics of relationship between conscious self-regulation, subjective well-being, and academic achievement of primary schoolchildren

DOI

10.17759/exppsy.2019120313

916

Psychological Science and Education (2019. Vol. 24, no. 4, pp. 5–21)

Personality and Motivational Features and Conscious Self- Regulation in Early Adolescents with Different Dynamics of Psychological Well-Being

DOI

10.17759/pse.2019240401

3205

Psychological-Educational Studies (2018. Vol. 10, no. 2, pp. 64–76)

The Relationship of Subjective Well-being with Regulatory and Personality Characteristics in the Primary School Age Children

DOI

10.17759/psyedu.2018100206

1305