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

3746

Abstract

The article deals with the problem of the dynamics of psychological well-being of students. It is focused on the role of conscious self-regulation of learning activities in ensuring the students’ psychological well-being stability during their transition from the primary to the middle stage of the secondary school. The main task of the empirical research was to identify, on the basis of longitudinal data, the features of the conscious self-regulation in the students with different trajectories of psychological well-being. The sample of the study consisted of the secondary school students (N = 298).The first stage of the longitudinal study was carried out in grade 4, the second stage — 6—8 months later, when students moved to grade 5.All in all, 239 people (48% boys) completed the questionnaires in two points of the longitude. The students were examined using a set of diagnostic methods, including "Self-Regulation Profile Questionnaire — Junior "; “Scale of manifestations of psychological well-being of adolescents”, “Scales of academic motivation of schoolchildren”, “Big Five — the children's version”, “Methods of diagnostics of the learning motivation and emotional attitude to learning”. The study allowed to describing three trajectories of changes in the psychological well-being of students during their transition from the primary to the middle school: "Increasing", "Stable" and "Decreasing". The data analysis made it possible to identify significant differences in the students’ regulatory characteristics with regard to selected groups. There are also specific academic motivation, attitudes to learning, and the personal dispositions characterizing students with different psychological well-being trajectories. The study revealed significant influence of the conscious self-regulation development on the various manifestations of the students’ psychological well-being. The obtained results point out the significant resources of well-being for the primary school students at the next stages of schooling. They are such regulatory features as planning goals, programming actions, evaluating their results, and flexibility as the ability to make corrections when the learning conditions change.

General Information

Keywords: conscious self-regulation, psychological well-being, motivation, personality characteristics, adolescents

Journal rubric: Developmental Psychology

Article type: scientific article

DOI: https://doi.org/10.17759/pse.2019240401

For citation: Morosanova V.I., Bondarenko I.N., Fomina T.G. Personality and Motivational Features and Conscious Self- Regulation in Early Adolescents with Different Dynamics of Psychological Well-Being. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2019. Vol. 24, no. 4, pp. 5–21. DOI: 10.17759/pse.2019240401. (In Russ., аbstr. in Engl.)

References

  1. Andreeva A.D., Prikhozhan A.M.Metodika diagnostiki motivatsii ucheniya i emotsional’nogo otnosheniya k ucheniyu v srednikh i starshikh klassakh shkoly [Method of diagnostics of teaching motivation and emotional attitudes towards teaching in middle and high school].Psikhologicheskaya diagnostika [Psychological diagnostics], 2009, no.4, pp.64—70.
  2. Archakova T.O., Veraksa A.N., Zotova O.Yu., Perelygina E.B.Sub”ektivnoe blagopoluchie u detei: instrumenty izmereniya i vozrastnaya dinamika [Subjective well-being of children: measurement tools and age dynamics].Psikhologicheskaya nauka i obrazovanie [Psychological Science and Education], 2017, vol.22, no.6, pp.68—76.doi: 10.17759/ pse.2017220606.
  3. Vodyakha S.A.Osobennosti psikhologicheskogo blagopoluchiya starsheklassnikov [Features of psychological well-being in high school students].Psikhologicheskaya nauka i obrazovanie [Psychological Science and Education], 2013, no.6, pp.114—120.
  4. Gordeeva T.O., Sychev O.A., Gizhitskii V.V, Gavrichenkova T.K.Shkaly vnutrennei i vneshnei akademicheskoi motivatsii shkol’nikov [Intrinsic and Extrinsic Academic Motivation Scale for Schoolchildren].Psikhologicheskaya nauka i obrazovanie [Psychological Science and Education], 2017, vol.22, no.2, pp.65— 74.doi: 10.17759/ pse.2017220206
  5. Gordeeva T.O., Osin E.N., Suchkov D.D., Ivanova T.Yu., Sychev O.A., Bobrov V.V.Samokontrol’ kak resurs lichnosti: diagnostika i svyazi s uspeshnost’yu, nastoichivost’yu i blagopoluchiem [Self-control as a resource of the individual-diagnosis and connection with the successful persistence and well-being].Kul’turno-istoricheskaya psikhologiya [ Kul’turnoistoricheskaya psikhologiya], 2016, vol.12, no.2, pp.46—58.doi: 10.17759/chp.2016120205/
  6. Gordeeva T.O., Sychev O.A., Osin E.N.Vnutrennyaya i vneshnyaya uchebnaya motivatsiya studentov: ikh istochniki i vliyanie na psikhologicheskoe blagopoluchie [Internal and external motivation in students: sources and influences on psychological well-being].Voprosy psikhologii [Voprosy psikhologii], 2013, no.1, pp.35—45.
  7. Malykh C.B., Tikhomirova T.N., Vasin G.M.Adaptatsiya russkoyazychnoi versii oprosnika «Bol’shaya pyaterka — detskii variant» [Adaptation of the Russian version of the «Big Five Questonnaire — Children (BFQ-C)»].Teoreticheskaya i eksperimental’naya psikhologiya [Theoretical and Experimental Psychology], 2015, no.8 (4), pp.6—12.
  8. Morosanova V.I.Osoznannaya samoregulyatsiya kak psikhologicheskii resurs dostizheniya uchebnykh i professional’nykh tselei [Conscious selfregulation as a psychological resource to achieve educational and professional goals].Pedagogika [ Pedagogika], 2016, no.10, pp.13—24.
  9. Morosanova V.I., Bondarenko I.N.Diagnostika samoregulyatsii cheloveka [Diagnostics of self-regulation of human].Moscow: Kogito-Tsentr, 2015.304 p.
  10. Morosanova V.I., Bondarenko I.N., Fomina T.G.Sozdanie russkoyazychnoi versii oprosnika proyavlenii psikhologicheskogo blagopoluchiya (PPBP) dlya uchashchikhsya podrostkovogo vozrasta [A Russian-language version of the questionnaire on manifestations of psychological well-being (MPWB) in adolescents].Voprosy psikhologii [Voprosy psikhologii], 2018, no.4, pp.103—109.
  11. Morosanova V.I., Fomina T.G.Osoznannaya samoregulyatsiya uchebnoi deyatel’nosti kak resurs sub”ektivnogo blagopoluchiya shkol’nikov pri izmenenii uslovii obucheniya [Conscious self-regulation of learning activity as a resource of student’s subjective well-being under changing learning conditions].Voprosy psikhologii [Voprosy psikhologii], 2019, no.3, pp.62—74.
  12. Fomina T.G., Eftimova O.V., Morosanova V.I.Vzaimosvyaz’ sub”ektivnogo blagopoluchiya s regulyatornymi i lichnostnymi osobennostyami u uchashchikhsya mladshego shkol’nogo vozrasta [Elektronnyi resurs] [The relationship of subjective well-being with regulatory and personality characteristics in the primary school age children].Psikhologo-pedagogicheskie issledovaniya [ Psychological and pedagogical research], 2018, vol.10 (2), pp.64—76.doi: 10.17759/psyedu.2018100206
  13. Bondarenko I. The role of positive emotions and type of feedback in self-regulation of learning goals achievement: experimental research.Procedia-Social and Behavioral Sciences, 2017, vol.237, pp.405—411.doi: 10.1016/j.sbspro.2017.02.080
  14. Caprara G.V., Steca P., Gerbino M., Paciello M., Vecchio G.M.Looking for adolescents’ well-being: Self-efficacy beliefs as determinants of positive thinking and happiness.Epidemiology and Psychiatric Sciences, 2006.Vol.15 (1), pp.30—43.doi: 10.1017/ S1121189X00002013
  15. Converse P.D., Beverage M.S., Vaghef K., Moore L.S.Self-control over time: Implications for work, relationship, and well-being outcomes.Journal of Research in Personality, 2018.Vol.73, pp.82—92.doi: 10.1016/j.jrp.2017.11.002
  16. Eryilmaz A.A model for subjective well-being in adolescence: Need satisfaction and reasons for living.Social Indicators Research, 2012.Vol.107 (3), pp.561—574.doi: 10.1007/s11205-011-9863-0
  17. Gestsdottir S., Lerner R.M.Positive development in adolescence: The development and role of intentional self-regulation.Human Development, 2008.Vol.51 (3), pp.202—224.doi: 10.1159/000135757
  18. Hampson S.E.Mechanisms by which childhood personality traits influence adult well-being.Current Directions in Psychological Science, 2008.Vol.17 (4), pp.264—268.doi: 10.1111/j.1467-8721.2008.00587.x
  19. Karademas E.C.Self-efficacy, social support and well-being: The mediating role of optimism.Personality and individual differences, 2006.Vol.40 (6), pp.1281— 1290.doi: 10.1016/j.paid.2005.10.019
  20. Klug H.J.P., Maier G.W.Linking goal progress and subjective well-being: A meta-analysis.Journal of Happiness Studies, 2015.Vol.16 (1), pp.37—65.doi: 10.1007/s10902-013-9493-0
  21. Kuhnle C., Hofer M., Kilian B. Self-control as predictor of school grades, life balance, and flow in adolescents.British Journal of Educational Psychology, 2012.Vol.82 (4), pp.533—548.doi: 10.1111/j.2044- 8279.2011.02042.x
  22. Lewis A.D., Huebner E.S., Malone P.S., Valois R.F.Life satisfaction and student engagement in adolescents.Journal of Youth and Adolescence, 2011.Vol.40 (3), pp. 249—262.doi: 10.1007/s10964-010-9517-6
  23. Massé R., Poulin C., Dassa C., Lambert J., Bélair S., Battaglini A.The structure of mental health: Higher-order confirmatory factor analyses of psychological distress and well-being measures.Social indicators research, 1998.Vol.45 (1—3), pp.475—504.doi 10.1023/A:1006992032387
  24. McCabe K., Bray M.A., Kehle T.J., Theodore L.A., Gelbar N.W.Promoting happiness and life satisfaction in school children, Canadian journal of school psychology, 2011.Vol.26 (3), pp.177—192.doi:10.1177/0829573511419089
  25. Moreira P.A., Cloninger C.R., Dinis L., Sá L., Oliveira J.T., Dias A., Oliveira J.Personality and well-being in adolescents.Frontiers in Psychology, 2015.Vol.5, p.1494.doi: 10.3389/fpsyg.2014.01494
  26. Morosanova V.I., Bondarenko I.N., Fomina T.G., Burmistrova-Savenkova A.V.Self-regulation, personality factors, academic motivation and math achievement in middle and senior school: variations across grade level.The European Proceedings of Social & Behavioural Sciences EpSBS, 2018 Vol.XLIII.pp.401—410.doi: https://dx.doi.орг/10,15405/epsbs.2018.07.53/
  27. Oriol X., Torres J., Miranda R., Bilbao M., Ortúzar H.Comparing family, friends and satisfaction with school experience as predictors of SWB in children who have and have not made the transition to middle school in different countries.Children and Youth Services Review, 2017.Vol.80, pp.149—156.doi: 10.1016/j.childyouth.2017.06.053
  28. Raffaelli M., Crockett L.J.Sexual risk taking in adolescence: the role of self-regulation and attraction to risk.Developmental psychology, 2003.Vol.39 (6), pp. 1036—1046.doi: 10.1037/0012-1649.39.6.1036
  29. Ronen T., Hamama L., Rosenbaum M., Mishely- Yarlap A.Subjective well-being in adolescence: The role of self-control, social support, age, gender, and familial crisis.Journal of Happiness Studies, 2016.Vol.17 (1), pp.81—104.doi: 10.1007/s10902-014-9585-5
  30. Ryan R.M., Deci E.L.A self-determination theory perspective on social, institutional, cultural, and economic supports for autonomy and their importance for well-being.Human autonomy in cross-cultural context, 2011.Vol.1, pp.45—64.doi: 10.1007/978-90-481-9667-8_3
  31. Ryff P.D., Keyes P.L.M.The structure of psychological well-being revisited.Journal of Personality and Social Psychology, 1995.Vol.69, pp.719—727.doi: 10.1037/0022-3514.69.4.719
  32. Schimmack U., Diener E.Predictive validity of explicit and implicit self-esteem for subjective well-being.Journal of Research in personality, 2003.Vol.37 (2), pp. 100—106.doi: 10.1016/S0092-6566(02)00532-9
  33. Suldo S.M., Shaffer E.J.Looking beyond psychopathology: The dual-factor model of mental health in youth.School Psychology Review, 2008.Vol. 37 (1), pp.52—68.
  34. Tavakolizadeh J., Yadollahi H., Poorshafei H.The role of Self regulated learning strategies in psychological well being condition of students.Procedia-Social and Behavioral Sciences, 2012.Vol.69, pp.807—815.doi: 10.1016/j.sbspro.2012.12.002
  35. Tian L., Yu T., Huebner E.S.Achievement goal orientations and adolescents’ subjective well-being in school: the mediating roles of academic social comparison directions.Frontiers in psychology, 2017.Vol.8, pp.37.doi: 10.3389/fpsyg.2017.00037
  36. Tice D.M., Baumeister R.F., Shmueli D., Muraven M.Restoring the self: Positive affect helps improve self-regulation following ego depletion.Journal of experimental social psychology, 2007.Vol.43 (3), pp. 379—384.doi: 10.1016/j.jesp.2006.05.007
  37. Tuominen-Soini H., Salmela-Aro K., Niemivirta M.Achievement goal orientations and academic well-being across the transition to upper secondary education.Learning and Individual Differences, 2012.Vol.22 (3), pp.290—305.doi: 10.1016/j.lindif.2012.01.002
  38. Zimmerman S.M., Phelps E., Lerner R.M.Intentional self-regulation in early adolescence: Assessing the structure of selection, optimization, and compensation processes.International Journal of Developmental Science, 2007.Vol.1 (1), pp.272—299.doi: 10.3233/ DEV-2007-1310

Information About the Authors

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

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

Metrics

Views

Total: 3334
Previous month: 44
Current month: 30

Downloads

Total: 3746
Previous month: 38
Current month: 28