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

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Abstract

The phenomenon of school engagement, considered as a stable, directed and active participation of students in educational activities and in the school life in general, is of considerable interest to researchers in the field of educational psychology. According to modern scientific concepts, engagement can be assessed through behavioral, cognitive, emotional and social manifestations. The research had its purpose to study the dynamics of school engagement in adolescents, as well as to reveal the relationship of conscious self-regulation with behavioral and cognitive components of engagement based on the longitudinal data obtained on the sample of 6-8 grade students (N=80). A separate task was to find an answer to the question of whether the conscious self-regulation can be considered as a significant predictor of changes in the behavioral and cognitive engagement of students during their study in the secondary school. Methods: "Multidimensional Scale of School Engagement"(Wang et al., 2019; Fomina, Morosanova, 2020); "The Self-Regulation Profile of Learning Activity Questionnaire — SRPLAQ" (Morosanova, Bondarenko, 2017). Statistical processing of longitudinal data (including the latent growth curve modeling) made it possible to reveal the negative dynamics of the students’ behavioral and cognitive engagement during their study in the secondary school. The data analysis allowed to describe the effects of relationship between behavioral and cognitive engagement: a higher level of cognitive engagement contributes to a less pronounced decrease in behavioral engagement. The study established positive correlations of conscious self-regulation with both cognitive and behavioral engagement. The decrease in engagement is less pronounced in adolescents with a higher level of development of conscious self-regulation.

General Information

Keywords: school engagement, conscious self-regulation, behavioral engagement, cognitive engagement, latent growth curve modeling

Journal rubric: Developmental Psychology

Article type: scientific article

DOI: https://doi.org/10.17759/exppsy.2022150411

Funding. The reported study was financially supported by the Russian Science Foundation as per research project 20-18-00470 "Self-Regulation and School Engagement as Psychological Resources for Academic Success: A Longitudinal Study".

Received: 04.06.2022

Accepted:

For citation: Fomina T.G., Potanina A.M., Bondarenko I.N., Morosanova V.I. Dynamics of School Engagement and its Relationship with Development of Conscious Self-regulation in Adolescents. Eksperimental'naâ psihologiâ = Experimental Psychology (Russia), 2022. Vol. 15, no. 4, pp. 167–180. DOI: 10.17759/exppsy.2022150411. (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, Federal State Budget Scientific Institution “Federal Scientific Center for Psychological and Multidisciplinary Research”, Moscow, Russia, ORCID: https://orcid.org/0000-0001-5097-4733, e-mail: tanafomina@mail.ru

Anna M. Potanina, Researcher at the Laboratory of Self-Regulation Psychology, Psychological Institute of the Russian Academy of Education, Moscow, Russia, ORCID: https://orcid.org/0000-0003-4358-6948, e-mail: a.m.potan@gmail.com

Irina N. Bondarenko, PhD in Psychology, Leading Researcher, Department of Self-Regulation Psychology, Federal Scientific Center of Psychological and Multidisciplinary Research, Moscow, Russia, ORCID: https://orcid.org/0000-0001-5539-1027, e-mail: pondi@inbox.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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