Conscious self-regulation and readiness for self-realization in adolescence

Abstract

Background. Searching for social roles, ways and means of life self-determination is the most important task of the personality development in adolescence. In this regard, the study was focused on the personality traits, conscious self-regulation of achieving life goals and readiness for active self-realization.

Objective. To reveal the relationship between personality traits, conscious self-regulation, and readiness for active self-realization in adolescent students.

Study Participants. The study involved 462 students of Moscow universities (175 girls, 287 boys, average age 19.2 years).

Methods. The students’ personality features were assessed by means of the ultra-short version of the Big Five-2 Inventory (BFI-2-XS). The general level of conscious self-regulation development was evaluated with “Self-Regulation Profile Questionnaire by Morosanova — SSPM 2020”. The level of self-realization activity was determined using the “Questionnaire of Activity in Self-Realization” proposed by Andreeva, Lisichkina. Statistical data processing involved methods of correlation, cluster, variance, and multiple regression analysis included in SPSS 22.0.0 package.

Results. New data were obtained showing that all the considered psychological characteristics are closely interrelated at a high level of statistical significance and, possibly, influence the students’ readiness for self-realization. The cluster analysis allowed to identify three individual-typological groups of students differing in the level of conscious self-regulation development, the severity of personality traits, and their readiness for active self-realization. Students with high levels of conscious self-regulation, conscientiousness, extraversion, agreeableness, openness to experience and low neuroticism demonstrate greater readiness for active self-realization compared to the students who have the opposite tendency in all the listed indicators. Regression analysis allowed to reveal a greater contribution of the conscious self-regulation to the readiness for active self-realization compared to extraversion and conscientiousness.

Conclusions. Conscious self-regulation and personality traits make a significant contribution to the formation of students’ readiness for active self-realization in various spheres of life (studies, professional sphere, relationships, etc.). A high level of conscious self-regulation development is a psychological resource for the students’ active self-realization, allowing them to focus their efforts on planning both the near and distant future, to build a sequence of necessary steps being flexible and persistent in achieving their goals.

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