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Psychological-Educational Studies
2018. Vol. 10, no. 2, 64–76
https://doi.org/10.17759/psyedu.2018100206
ISSN: 2587-6139 (online)

The Relationship of Subjective Well-being with Regulatory and Personality Characteristics in the Primary School Age Children

 
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Abstract

The study on relationship between conscious self-regulation, intrapersonal characteristics, and subjective well-being of younger schoolchildren (N = 156, age 10-11 years) made it possible to reveal and analyze significant links of the regulatory characteristics and personality factors (the Big Five model) with a cognitive parameter of subjective well-being in three spheres: family, school and self-attitude. Morosanova’s Self-Regulation Profile Questionnaire – Junior ), Russian version of the «Big Five Questionnaire – Children BFQ-C (S.B. Malykh , T.N. Tikhomirova, G.M. Vasin) » and Russian adaptation of Multidimensional Students Life Satisfaction Scale MSLSS (T.O. Gordeeva, E.N. Osin) was used. The results analysis provided for identifying significant regulatory and intrapersonal predictors of subjective well-being specific to primary school age children. The level of certain regulatory features development, as well as the general level of conscious self-regulation of educational activity proved to be significant factors of the schoolchildren subjective well-being

General Information

Keywords: conscious self-regulation; subjective well-being, personality characteristics, primary school age children

Journal rubric: Empirical Research

OpenAlex citations: 12

OpenAlex trends: Psychology of Development and Education, Psychological and Temporal Perspectives Research, Psychological Well-being and Life Satisfaction

Information about the work in OpenAlex

Number of citations: 12

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

Psychological and Temporal Perspectives Research

This cluster of papers focuses on the conceptualization and measurement of time perspective, including future orientation, well-being, health behavior, adolescent development, self-control, motivation, personality traits, academic engagement, and socioeconomic disparities.

Number of works: 17380  |  Total number of citations: 245322

Topic detailsв OpenAlex

Psychological Well-being and Life Satisfaction

This cluster of papers focuses on the role of positive emotions, well-being, and mental health, encompassing topics such as positive psychology, happiness, subjective well-being, resilience, gratitude, and eudaimonia. It explores the impact of positive emotions on individual flourishing and the broader implications for mental health and societal well-being.

Number of works: 87918  |  Total number of citations: 2086362

Topic detailsв OpenAlex

Work details in OpenAlex

Article type: scientific article

DOI: https://doi.org/10.17759/psyedu.2018100206

Published

For citation: Fomina, T.G., Eftimova, O.V., Morosanova, V.I. (2018). The Relationship of Subjective Well-being with Regulatory and Personality Characteristics in the Primary School Age Children. Psychological-Educational Studies, 10(2), 64–76. (In Russ.). https://doi.org/10.17759/psyedu.2018100206

© Fomina T.G., Eftimova O.V., Morosanova V.I., 2018

License: CC BY-NC 4.0

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Information About the Authors

Tatiana G. Fomina, Candidate of Science (Psychology), Leading Researcher, Department of Psychology of Self-Regulation, Federal State Budget Scientific Institution “Federal Scientific Center for Psychological and Multidisciplinary Research”, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0001-5097-4733, e-mail: tanafomina@mail.ru

Olga V. Eftimova, Researcher, Department of Psychology of Self-Regulation Researcher, FGBNU «Psychological Institute of Russian Academy of Education», Moscow, Russian Federation, e-mail: eftimoska@ya.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, Russian Federation, ORCID: https://orcid.org/0000-0002-7694-1945, e-mail: morosanova@mail.ru

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