Background. The research was carried out in the context of the relevant problem of academic success and was focused on its least studied aspect — individual-typological manifestations of non-cognitive predictors of academic achievement.

Objective. The study had its purpose to analyze the individual-typological features of the relationship between conscious self-regulation, psychological well-being and academic achievement in 6th grade students.

Sample. The sample consisted of 169 students (mean age — 11.99 years).

Methods. V.I. Morosanova’s “Self-Regulation Profi le of Learning Activity Questionnaire” (SRPLAQ), Russian version of “Big Five Questionnaire — Children version” (BFQ-C) (Malykh et al.), Russian adaptation of “Well-Being Manifestation Measure Scale” (Morosanova et al.), “Attitude towards learning in middle and high school” questionnaire (modification of “Method of diagnostic of learning motivation and emotional attitude to learning in secondary and high school” (Andreeva, Prikhozhan), “Academic Motivation Scale — School” (AMS-S) questionnaire (Gordeeva et al.).

Results. The cluster analysis allowed to identify five individual-typological profiles with varying manifestations of psychological well-being, conscious self-regulation and academic achievement. The regression analysis shows that high academic achievement is supported by academic motivation and psychological well-being. Psychological well-being of students with average academic achievement is supported by conscious self-regulation. Academic achievement of these students, if their well-being and self-regulation are low, might increase due to regulatory flexibility, learning motivation and conscientiousness, and if they are average, then academic success is supported by achievement motivation and self-esteem motivation, as well as motivation to avoid failure. Students with low academic achievement can potentially improve it through self-development motivation, achievement motivation and results evaluation. The resources for maintaining psychological well-being in this group are planning, responsibility and learning motivation.

Conclusion. Th e obtained results can be used to prepare individualized psychological and pedagogical programs aimed at the development of conscious self-regulation, as well as maintaining psychological well-being and academic success of schoolchildren. The article concludes with discussion of new results that require additional research to explain them.

Background. Presented research was carried out in the context of relevant in modern psychology differential approach to the study of the psychological characteristics ensuring students’ academic achievement.

Objective. The study had its purpose to identify differential features of regulatory and personality resources of academic performance in the students with different profiles of school engagement.

Sample. The sample consisted of 1056 schoolchildren of 5-11 grades.

Methods. V.I. Morosanova’s “The Self-Regulation Profile of Learning Activity Questionnaire (SRPLAQ)”; “A Multidimensional School Engagement Scale” (Wang et al., 2019; Russian adaptation Fomina, Morosanova, 2020); “Big Five Questionnaire — Children version (BFQ-C)” (Russian adaptation Malykh et al., 2015); “Academic Motivation Scale — School (AMS-S)” (Gordeeva et al., 2017); “Attitude towards learning in middle and high school” (modification of «Method of diagnostic of learning motivation and emotional attitude to learning in secondary and high school») (Andreeva, Prikhozhan, 2006). Academic achievement indicator was calculated as the average score in all subjects.

Results. The study revealed 4 groups with different levels of school engagement and its components. An analysis of differences in achievement resources in the identified groups showed that students with a high level of school engagement were characterized by the highest levels of self-regulation, internal academic motivation, extraversion, conscientiousness and openness to experience. The most successful in terms of academic achievement were the students with a high level of all engagement components, as well as those with a high cognitive engagement.

Conclusion. The study provides empirical data on the differential features of regulatory and personality resources of academic achievement in the students with different profiles of school engagement. Further studies might be aimed at investigating the age specificity of the identified engagement profiles and individual typological features of academic achievement resources.

Abstract

Background. Living conditions in modern society are marked by unprecedented volatility in economic and educational systems, presenting novel challenges for sustaining professional development trajectories of youth. This paradigm underscores the critical need to investigate psychological resources that foster career adaptability, particularly amidst escalating stress loads and uncertainty.

Objectives. The study had its purpose to investigate the psychological resources determining inter-individual variability in students’ career adaptability as the most important characteristic of the professional development of personality.

Study Participants. The study involved 1,701 Russian students (54.32% female) aged 16 to 25 years (M = 18.23, SD = 1.46).

Methods. The research was conducted using a cross-sectional design with valid and reliable psychodiagnostic questionnaires and modern data analysis methods, including machine learning. Data collection was carried out via the online platform "Testograf". Data processing was performed in MS Excel and JASP ver. 0.19.03. Statistical analysis included Spearman’s correlation, a machine learning classification algorithm (decision tree), and Kruskal–Wallis test.

Results. The study allowed to develop a model of predictors of students’ career adaptability. It shows that the most adaptive students, as a rule, have the developed skills of conscious self-regulation, a high level of psychological well-being, and a pronounced temporal orientation toward the future. For students who may have deficient regulatory resources, a greater level of psychological well-being combined with future orientation enhances the possibilities of professional realization. High chronic stress reduces career adaptability; however, this effect is observed only in case of deficient psychological resources, in particular, low levels of conscious self-regulation and psychological well-being.

Conclusions. Conscious self-regulation, psychological well-being, future orientation, and chronic stress severity are predictive for students’ career adaptability. The study emphasizes the importance of an integrated approach to understanding the mechanisms of professional development of young people, taking into account general patterns and individual differences in its trajectories. The practical prospects of the study are related to the development of psychological and pedagogical support programs for students aimed at improving their career adaptability through the development of conscious self-regulation skills (regulatory competencies), the formation of a positive time perspective, stress management, and psychological well-being maintenance.

Background. Studying the differential aspects of psychological resources of professional self-determination allows for a qualitatively new theoretical and methodological understanding of the problem, while practically enabling the prediction of individual students' readiness for a specific field of study and the creation of personalized professional development trajectories.

Objective. To identify latent profiles of psychological resources underlying students' readiness for career choice.

Study Participants. The sample consisted of 894 students from Russian universities (64.2% — girls), mean age — 19.45 y. o. (SD = 1.79).

Methods. Self-Regulation Profile Questionnaire — SRPQM 2020, Career Adapt-Abilities Scale — CAAS, Short Version of the Stanford Time Perspective Inventory — ZTPI-15, Extra Short Version of the Big Five Inventory-2 (BFI-2-XS), Academic Motivation Scale — AMS, Self-Realization Activity Questionnaire, Life Satisfaction Scale. Data were analyzed using R and IBM SPSS, employing Latent Profile Analysis (LPA), one-way ANOVA, and multiple regression analysis.

Results. The study allowed to reveal four types of profiles based on the relationships among temporal, general psychological, and professionally oriented regulatory resources of students: "highly adaptable", "harmoniously adaptable", "resiliently adaptable" and "maladaptable". It was found that groups of students with different typological profiles differ in terms of their readiness for professional choice, personal and motivational characteristics, components of conscious self-regulation, and career adaptability. For the "highly adaptable" group, significant resources included regulatory flexibility and agreeableness; for the "harmoniously adaptable" group — regulatory persistence and hedonic present; for the "resilient adaptable" group — control (a component of career adaptability) and programming of actions. For the "maladaptable" group, the only positive resource was the regulatory competence of results evaluation, while negative past and neuroticism hindered the certainty of their professional plans, as well as the realism and stability of their professional choice.

Conclusions. The findings demonstrate that effective psychological and pedagogical support for students must be differentiated and take into account individual and typological differences in the psychological resources that contribute to their readiness for professional self-determination.