Potanina Anna M.

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.