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Specifics of relationship between conscious self-regulation, subjective well-being, and academic achievement of primary schoolchildren 116
Fomina T.G., PhD in Psychology, Leading Researcher, laboratory for psychology of self-regulation, Institute of Psychology, FGBNU «Psychological Institute of Russian Academy of Education», Moscow, Russia, tanafomina@mail.ru Morosanova V.I., Doctor of Psychology, Professor. Head of the Laboratory of Self-Regulation, Psychological Institute, Russian Academy of Education, Moscow State University of Psychology and Education, Moscow, Russia, morosanova@mail.ru
The article delivers results of an empirical study aimed at revealing specific relationship between conscious self-regulation of educational activity, subjective well-being, and academic performance of the younger schoolchildren (N = 156). Diagnostics included assessment of the regulatory processes, intrapersonal-regulatory features (“Self-regulation of the Learning Activity Questionnaire”, Morosanova, 2015) and certain aspects of the students’ life satisfaction (“Multidimensional Children’s Life Satisfaction Scale”, Sytchev et al. , 2018) as well as collecting data on their academic performance. It was found that schoolchildren’ subjective well-being level has closer ties with their level of conscious self-regulation development than with academic performance indicators. The data analysis has also confirmed the reciprocal relationship between subjective well-being and academic achievement in primary schoolchildren. Structural modeling allowed for evaluating the models of cause-effect relationships between the learning activity self-regulation, school well-being, and academic performance in primary school age. It is shown that indicators of self-regulation and subjective well-being explain a greater percentage of the variance in the students’ academic achievement than self-regulation and achievement — in the variance of subjective well-being in the primary schoolchildren.
This work was supported by grant RFBR № 17-36-00037.
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