Regulatory and Personality Resources of Psychological Well-being and Academic Achievement of Elementary School Students: Differential Psychological Aspect

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Abstract

The article describes an empirical study which had the task to consider the differential aspects of the relationship between conscious self-regulation, psychological well-being, and academic performance of younger students. The study sample consisted of the 4th grade students of Russian secondary schools (N=372). The study implemented three questionnaires to assess the students’ individual characteristics: conscious self-regulation (“Self-Regulation Profile Questionnaire – Junior” (V.I. Morosanova, I.N. Bondarenko), psychological well-being (“Scale of Manifestations of Psychological Well-being of Adolescents” Russian adaptation Morosanova et al.), personality features ("Big Five – the Children's Version", Russian adaptation by S.B. Malykh et al.). The average annual score in the main academic subjects was taken as a criterion for academic performance. Cluster analysis revealed three groups of students characterized by significantly different levels of the studied parameters. Students with the lowest achievement and well-being scores have higher neuroticism scores, and lower scores on the openness to experience, conscientiousness, friendliness and extraversion, and conscious self-regulation. The study results allowed to identify specific regulatory and personality resources of psychological well-being and academic performance of students in the selected groups. The analysis made it possible to substantiate recommendations and specific practical ways of developing conscious self-regulation as a resource for maintaining psychological well-being and improving academic performance of younger students.

General Information

Keywords: conscious self-regulation, psychological well-being, academic performance, elementary school students

Journal rubric: Psychology of Education

Article type: scientific article

DOI: https://doi.org/10.17759/psyedu.2022140203

Received: 04.05.2022

Accepted:

For citation: Fomina T.G., Filippova E.V., Zhemerikina Y.I. Regulatory and Personality Resources of Psychological Well-being and Academic Achievement of Elementary School Students: Differential Psychological Aspect [Elektronnyi resurs]. Psychological-Educational Studies, 2022. Vol. 14, no. 2, pp. 32–47. DOI: 10.17759/psyedu.2022140203. (In Russ., аbstr. in Engl.)

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Information About the Authors

Tatiana G. Fomina, PhD in Psychology, Leading Researcher, Department of Psychology of Self-regulation, Psychological Institute of the Russian Academy of Education, Moscow, Russia, ORCID: https://orcid.org/0000-0001-5097-4733, e-mail: tanafomina@mail.ru

Elena V. Filippova, PhD in Psychology, Senior Researcher, Laboratory of Psychology of Self-Regulation, Psychological Institute of the Russian Academy of Education, Moscow, Russia, ORCID: https://orcid.org/0000-0003-3052-0421, e-mail: proftest@gmail.com

Yulia I. Zhemerikina, PhD in Psychology, Researcher, Department of Psychology of Self-regulation, Psychological Institute of the Russian Academy of Education (PI RAE), Moscow, Russia, ORCID: https://orcid.org/0000-0001-9106-6803, e-mail: zhemerikinaya@gmail.com

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