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



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.

General Information

Keywords: conscious self-regulation, subjective well-being, academic achievement

Journal rubric: Psychology of States

Article type: scientific article

DOI: https://doi.org/10.17759/exppsy.2019120313

Funding. This work was supported by grant RFBR № 17-36-00037.

For citation: Fomina T.G., Morosanova V.I. Specifics of relationship between conscious self-regulation, subjective well-being, and academic achievement of primary schoolchildren. Eksperimental'naâ psihologiâ = Experimental Psychology (Russia), 2019. Vol. 12, no. 3, pp. 164–175. DOI: 10.17759/exppsy.2019120313. (In Russ., аbstr. in Engl.)


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Information About the Authors

Tatiana G. Fomina, PhD in Psychology, Leading Researcher, Department of Psychology of Self-regulation, Psychological Institute of the Russian Academy of Education, Moscow, Russia, ORCID: https://orcid.org/0000-0001-5097-4733, e-mail: tanafomina@mail.ru

Varvara I. Morosanova, Doctor of Psychology, Professor, Head of the Laboratory of Psychology of Self-Regulation, Federal Scientific Center of Psychological and Multidisciplinary Research, Moscow, Russia, ORCID: https://orcid.org/0000-0002-7694-1945, e-mail: morosanova@mail.ru



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