Impact of Conscious Self-Regulation, Engagement and Motivation on Academic Performance of Schoolchildren During Different Periods of Study



The paper is devoted to the problem of the relationship between conscious self-regulation, school engagement and motivation, as well as the specifics of their contributions to the academic performance of schoolchildren during different pe-riods of study. For the first time, a 5-factor structure of the relationship between self-regulation, engagement, personality traits, and academic motivation was described in a sample of 1103 students in grades 5—11 of general education schools. We evaluated the contribution of these factors to the academic achieve¬ment of students in three periods of school education (in middle school, during the transition from middle to high school, and in high school). It is shown that the factors “Goal-setting and engagement” and “Cognitive and social activity”, which include regulatory, motivational, personality features and engagement, make a significant contribution to the academic performance of students, regardless of the period of learning. Regulatory processes of modelling significant condi¬tions for achieving the goal and evaluating the results as part of the “Operational Regulation” factor provide high achievement for students in grades 5—6. We also revealed the negative influence of the “External Motivation” factor on the aca¬demic performance of high school students and the positive contribution of the “Neuroticism and Anxiety” factor to the annual final grades in this period of study. The results are discussed in the context of age-related and educational tasks that are solved by students during school education.

General Information

Keywords: conscious self-regulation, school engagement, academic motivation, academic achievement

Journal rubric: Psychology at School

Article type: scientific article


Funding. The reported study was funded by Russian Science Foundation, Research Project No. 20-18-00470 “Self-regulation and School Engagement as Psychological Resources of Academic Success: A Longitudinal Study”.

Received: 03.09.2021


For citation: Ishmuratova Y.A., Potanina A.M., Bondarenko I.N. Impact of Conscious Self-Regulation, Engagement and Motivation on Academic Performance of Schoolchildren During Different Periods of Study. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2021. Vol. 26, no. 5, pp. 17–29. DOI: 10.17759/pse.2021260502. (In Russ., аbstr. in Engl.)


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Information About the Authors

Yulia A. Ishmuratova, Researcher, Laboratory of Psychology of Self-Regulation, Psychological Institute of the Russian Academy of Education, Moscow, Russia, ORCID:, e-mail:

Anna M. Potanina, Researcher at the Laboratory of Self-Regulation Psychology, Psychological Institute of the Russian Academy of Education, Moscow, Russia, ORCID:, e-mail:

Irina N. Bondarenko, PhD in Psychology, Leading Researcher, Department of Self-Regulation Psychology, Federal Scientific Center of Psychological and Multidisciplinary Research, Moscow, Russia, ORCID:, e-mail:



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