Regulatory and Personal Academic Performance Resources of Students with Different School Engagement Profiles

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Abstract

The aim of this study was to enhance understanding of the role of conscious self-regulation as a non-cognitive predictor of academic achievement in student populations with varying levels of school engagement. The sample group analyzed consisted of 1056 secondary school students, encompassing grades 5-11 (M=13.9; SD=1.9). Four key factors were assessed in the study: school engagement, conscious self-regulation, personal properties (using the Big Five model), anxiety, and academic motivation. The analysis revealed the significance of conscious self-regulation as a meta-resource for enhancing academic performance.SEM models were developed to explore regulatory and personal resources relevant to academic performance, revealing the role of conscious self-regulation as a meta-resource for enhancing academic achievement and reducing school-related anxiety in students with varying levels of school engagement. The engagement components were found to mediate the impact of personal and motivational resources on academic performance. Conscious self-regulation consistently exhibits a positive effect among all individual-typological groups. Understanding the intricate network of direct and mediated influences of self-regulation and engagement on academic performance can provide a foundation for creating curricula that facilitate optimal learning outcomes.

General Information

Keywords: conscious self-regulation, differential approach, school engagement, structural modeling, personality traits, academic achievement

Journal rubric: Psychology of Personality

Article type: scientific article

DOI: https://doi.org/10.17759/exppsy.2024170206

Funding. The reported study was funded by Russian Science Foundation according to the research project № 20-18-00470 «Self-regulation and school engagement as psychological resources of academic success: a longitudinal study.

Received: 27.11.2023

Accepted:

For citation: Bondarenko I.N., Fomina T.G., Morosanova V.I. Regulatory and Personal Academic Performance Resources of Students with Different School Engagement Profiles. Eksperimental'naâ psihologiâ = Experimental Psychology (Russia), 2024. Vol. 17, no. 2, pp. 98–112. DOI: 10.17759/exppsy.2024170206. (In Russ., аbstr. in Engl.)

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Information About the Authors

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

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

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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