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Psychological Science and Education
2021. Vol. 26, no. 1, 66–75
https://doi.org/10.17759/pse.2021260104
ISSN: 1814-2052 / 2311-7273 (online)

Relationship between Volitional Regulation and Academic Achievements in University Students

 
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Abstract

The paper presents results of a study on the relationship between the features of volitional regulation and academic performance in university students of different years and areas of training.The study compared students (year 1 to 4) of ‘Psychology’ (n=133) and ‘State and Municipal Administration’ (n=201) programmes.The following methods were used: the Action Control Scale by J.Kuhl; the questionnaire for revealing the expression of self-control in the emotional sphere, activity and behavior (developed by G.S.Nikiforov, V.K.Vasilyev and S.V.Virsov); the Dembo-Rubinstein self-esteem scale (modified by V.A.Ivannikov and E.V. Eidman, 1990); the Purpose in Life Test (by D.A.Leontiev).The arithmetic mean of all examination marks received by the student during the current academic year was used as an indicator of academic performance.It is shown that in junior students of the management programme the indicator of academic performance positively correlates with the indicators of the Action Control Scale (p <0.01), the Purpose in Life Test (p <0.01) and behavioral self-control (p <0.01), whereas in students of the psychology programme it positively correlates with indicators of the Purpose in Life Test (p <0.01) and social self-control (p <0.01).No significant correlations were found in senior students.The results obtained in the study allow us to draw some conclusions about the contribution of volitional regulation to the level of academic achievements in students.

General Information

Keywords: volition, will, volitional regulation, self-control, self-regulation, volitional qualities, academic achievement, university students, higher education.

Journal rubric: Educational Psychology

OpenAlex citations: 16

OpenAlex trends: Psychology of Development and Education, Educational Innovations and Challenges, Educational Methods and Teacher Development

Information about the work in OpenAlex

Number of citations: 16

Topics

Psychology of Development and Education

This cluster of papers explores various aspects of psychology in education, focusing on topics such as the Zone of Proximal Development, inclusive education, cultural-historical theory, educational environment, psychological well-being, teacher training, learning motivation, adolescent development, social cognition, and digital learning. The papers delve into the intersection of psychology and education to understand the developmental processes and challenges in educational settings.

Number of works: 77902  |  Total number of citations: 232078

Topic detailsв OpenAlex

Educational Innovations and Challenges

This cluster of papers explores the digital transformation and its impact on higher education institutions, focusing on topics such as educational technology, distance learning, e-learning, university management, and student experience. It discusses the challenges, opportunities, and risks associated with the integration of digital technologies in higher education, as well as the pedagogical approaches driving this transformation.

Number of works: 86064  |  Total number of citations: 128385

Topic detailsв OpenAlex

Educational Methods and Teacher Development

This cluster of papers covers a wide range of topics related to innovative approaches in education, technology integration, and sustainable development. It includes research on online learning, teacher training, curriculum design, cognitive development, digital literacy, and the impact of technology on education. The cluster also explores the role of education in adapting to global challenges such as the COVID-19 pandemic and emphasizes the importance of sustainable consumption of energy resources.

Number of works: 53051  |  Total number of citations: 78907

Topic detailsв OpenAlex

Work details in OpenAlex

DOI: https://doi.org/10.17759/pse.2021260104

Funding. The reported study was funded by Russian Foundation for Basic Research (RFBR), project number 18-013-01108.

Published

For citation: Shlyapnikov, V.N. (2021). Relationship between Volitional Regulation and Academic Achievements in University Students. Psychological Science and Education, 26(1), 66–75. (In Russ.). https://doi.org/10.17759/pse.2021260104

© Shlyapnikov V.N., 2021

License: CC BY-NC 4.0

References

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Information About the Authors

Vladimir N. Shlyapnikov, Candidate of Science (Psychology), Head of the Department of Personality and Individual Differences, Moscow Institute of Psychoanalysis, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0003-4301-4229, e-mail: shlyapnikov.vladimir@gmail.com

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