Psychological Science and Education
2021. Vol. 26, no. 5, 30–42
doi:10.17759/pse.2021260503
ISSN: 1814-2052 / 2311-7273 (online)
Longitudinal Study of the Relationship Between Conscious Self-Regulation, School Engagement and Student Academic Achievement
Abstract
General Information
Keywords: conscious self-regulation, school engagement, academic achievement, cross-lagged analysis
Journal rubric: Psychology at School
Article type: scientific article
DOI: https://doi.org/10.17759/pse.2021260503
Funding. The reported study was funded by Russian Science Foundation (RSF), project number 20-18-00470
Received: 11.05.2021
Accepted:
For citation: Fomina T.G., Filippova E.V., Morosanova V.I. Longitudinal Study of the Relationship Between Conscious Self-Regulation, School Engagement and Student Academic Achievement. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2021. Vol. 26, no. 5, pp. 30–42. DOI: 10.17759/pse.2021260503. (In Russ., аbstr. in Engl.)
References
- Bondarenko I.N., Ishmuratova Yu.A., Tsyganov I.Yu. Problemy vzaimosvyazi shkol’noi vovlechennosti i akademicheskikh dostizhenii u sovremennykh podrostkov [Problems of the relationship between school involvement and academic achievements in modern teenagers]. Sovremennaya zarubezhnaya psikhologiya = Journal of Modern Foreign Psychology, 2020. Vol. 9, no. 4, pp. 77—88. DOI:10.17759/jmfp.2020090407 (In Russ.)
- 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. (In Russ.).
- Morosanova V.I., Bondarenko I.N. V pomoshch’ prakticheskomu psikhologu: oprosnik Morosanovoi «Stil’ samoregulyatsii uchebnoi deyatel’nosti (SSUD-M)» [To help a practical psychologist: «Style of self-regulation of learning activity» questionnaire (SRLAQ-M, Morosanova, 2020)]. In Zinchenko Yu.P., Morosanovoi V.I. (eds.). Psikhologiya samoregulyatsii: evolyutsiya podkhodov i vyzovy vremeni [Psychology of self-regulation: evolution of approaches and challenges of the time]. Moscow; Saint-Petersburg: Nestor-Istoriya, 2020, pp. 151—172. (In Russ.).
- Morosanova V.I., Fomina T.G. Osoznannaya samoregulyatsiya v sisteme psikhologicheskikh prediktorov dostizheniya uchebnykh tselei [Conscious self-regulation and attitude to learning as resources of academic success]. Voprosy psikhologii = Voprosy psikhologii, 2016, no. 2, pp. 124—135. (In Russ.).
- Fomina T.G., Potanina A.M., Morosanova V.I. The Relationship Between School Engagement and Conscious Self-regulation of Learning Activity: The Current State of the Problem and Research Perspectives in Russia and Abroad. RUDN Journal of Psychology and Pedagogics. 2020. Vol. 17, no. 3, pp. 390—411. DOI:10.22363/2313-1683-2020-17-3-390-411 (In Russ.).
- Fomina T.G., Morosanova V.I. Adaptatsiya i validizatsiya shkal oprosnika «Mnogomernaya shkala shkol’noi vovlechennosti» [Russian adaptation and validation of the «Multidimensional School Engagement Scale»]. Vestnik Moskovskogo universiteta = Moscow University Psychology Bulletin, 2020, no. 3, pp. 194— 213. DOI:10.11621/vsp.2020.03.09 (In Russ.).
- Appleton J.J., Christenson S.L., Kim D., Reschly A.L. Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument. Journal of School Psychology, 2006. Vol. 44, no. 5, pp. 427—445. DOI:10.1016/j.lindif.2019.101753
- Bae C.L., De Busk-Lane M. Middle school engagement profiles: Implications for motivation and achievement in science. Learning and Individual Differences, 2019. Vol. 74, p. 101753. DOI:10.1016/j. lindif.2019.101753
- Bakracevic Vukman K., Licardo M. How cognitive, metacognitive, motivational and emotional self-regulation influence school performance in adolescence and early adulthood. Educational Studies, 2010. Vol. 36, no. 3, pp. 259—268. DOI:10.1080/03055690903180376
- Bouffard T., Bouchard M., Goulet G., Denoncourt I., Couture N. Influence of achievement goals and self-efficacy on students’ self-regulation and performance. International journal of psychology, 2005. Vol. 40, no. 6, pp. 373—384. DOI:10.1080/00207590444000302
- Burns E.C., Martin A.J., Collie R.J. A future time perspective of secondary school students’ academic engagement and disengagement: A longitudinal investigation. Journal of School Psychology, 2021. Vol. 84, pp. 109—123. DOI:10.1016/j.jsp.2020.12.003
- Caraway K., Tucker C.M., Reinke W.M., Hall C. Self-efficacy, goal orientation, and fear of failure as predictors of school engagement in high school students. Psychology in the Schools, 2003. Vol. 40, no. 4, pp. 417—427. DOI:10.1002/pits.10092
- Demetriou A. Organization and development of self-understanding and self-regulation: Toward a general theory. Handbook of self-regulation. Academic Press, 2000, pp. 209—251.
- Fredricks J.A., Blumenfeld P.C., Paris A.H. School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 2004. Vol. 74, pp. 59—109. DOI:10.3102%2F00346543074001059
- Lam S.F., Jimerson S., Shin H., Cefai C., Veiga F.H., Hatzichristou C. Cultural universality and specificity of student engagement in school: The results of an international study from 12 countries. British Journal of Educational Psychology, 2016. Vol. 86, no. 1, pp. 137— 153. DOI:10.1111/bjep.12079
- Lei H., Cui Y., Zhou W. Relationships between student engagement and academic achievement: A meta-analysis. Social Behavior and Personality: an international journal, 2018. Vol. 46, no. 3, pp. 517—528. DOI:10.2224/sbp.7054
- Olivier E., Archambault I., De Clercq M. et al. Student self-efficacy, classroom engagement, and academic achievement: Comparing three theoretical frameworks. Journal of youth and adolescence, 2019. Vol. 48, no. 2, pp. 326—340. DOI:10.1007/s10964-018-0952-0
- Schnitzler K., Holzberger D., Seidel T. All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement. European Journal of Psychology of Education, 2020. Vol. 35, pp. 1—26. DOI:10.1007/ s10212-020-00500-6
- Stefansson K.K., Gestsdottir S., Birgisdottir F., Lerner R.M. School engagement and intentional self-regulation: A reciprocal relation in adolescence. Journal of adolescence, 2018. Vol. 64, pp. 23—33. DOI:10.1016/j.adolescence.2018.01.005
- Vasalampi K., Salmela-Aro K., Nurmi J.E. Adolescents’ self-concordance, school engagement, and burnout predict their educational trajectories. European psychologist, 2009. Vol. 14, no. 4, pp. 332— 341. DOI:10.1027/1016-9040.14.4.332
- Wang M.T., Eccles J.S. Social support matters: Longitudinal effects of social support on three dimensions of school engagement from middle to high school. Child development, 2012. Vol. 83, no. 3, pp. 877—895. DOI:10.1111/j.1467-8624.2012.01745.x
- Wang M.T., Peck S.C. Adolescent educational success and mental health vary across school engagement profiles. Developmental psychology, 2013. Vol. 49, no. 7, pp. 1266—1276. DOI:10.1037/a0030028
- Wang M.T., Fredricks J., Ye F., Hofkens T., Linn J.S. Conceptualization and assessment of adolescents’ engagement and disengagement in school: A Multidimensional School Engagement Scale. European Journal of Psychological Assessment, 2019. Vol. 35, no. 4, pp. 592—606. DOI:10.1027/1015-5759/ a000431
- Wolters C.A., Taylor D.J. Self-regulated Learning Perspective on Student Engagement. Handbook of research on student engagement. Ed. by S.L. Christenson et al. MA, Boston, Springer, 2012, pp. 635—653. DOI:10.1007/978-1-4614-2018-7_37
- Zimmerman B.J., Schunk D.H. (ed.). Self-regulated learning and academic achievement: Theoretical perspectives. Routledge, 2001.
Information About the Authors
Metrics
Views
Total: 889
Previous month: 29
Current month: 4
Downloads
Total: 388
Previous month: 9
Current month: 1