Varvara I. Morosanova

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 of research into the conscious self-regulation of a person is determined by the increasing uncertainty of existence — the main problem of humanity in a changing world. Actual Federal State Educational Standards guide teachers to create learning conditions conducive to not only personal and cognitive development but regulatory meta-results as well. 

Objective. The article has its purpose to consider the ideas of conscious self-regulation at the main stages of development of the scientific school of the self-regulation psychology in connection with creating and implementing various approaches to its study. 

Results. The study revealed the historical roots and identified the main stages of developing scientific ideas on the conscious self-regulation of a person. The author analyzed the main provisions, the subject and methods of the structural-functional, subjective, differential and resource approaches to the study of self-regulation corresponding to these stages. The article presents the general results providing verification of the described approaches. 

Conclusion. Conscious self-regulation is a controlling meta-resource including universal and special regulatory competencies that provide the conscious setting of goals and managing their achievement. Development of the regulatory competencies ensures successful achieving educational and professional results, as well as solution of a wide range of the life tasks, such as personality self-development, professional self-determination, maintaining psychological well-being and security in situations of uncertainty. It seems promising to develop ideas about the age-related formation of the general ability of self-regulation and its regulatory role in the social interaction of people in the modern conditions of increasing uncertainty in a changing world.

Background. The relevance of study is determined by society’s demand for searching the resources for maintaining psychological well-being (PWB) and positive development of students in a changing educational environment.

Objective. To study individual trajectories of the PWB dynamics depending on the level of conscious self-regulation development and personality features of younger adolescents educated in grades 4-6 of comprehensive school.

Methods. Russian-language version of the questionnaire “Well-Being Manifestation Measure Scale” (Morosanova, Bondarenko, Fomina, 2018); “Big Five Questionnaire — Children version (BFQ-C)” (Russian adaptation by Malykh, Tikhomirova, Vasin, 2015); V.I. Morosanova‘s “Self-Regulation Profile of Learning Activity Questionnaire (SRPLAQ)” (Morosanova, Bondarenko, 2017). Statistical analysis was carried in JASP software, version 0.17.2.1 using the Latent Growth Curve Modeling (LGCM).

Sample. 120 pupils (58 boys) educated in one school of Kaluga took part in the longitudinal study.

Results. The study results demonstrate that individual differences in PWB level of younger adolescents in the 4th grade are determined by the general level of conscious self-regulation as well as the personality features of extraversion and agreeableness. The specifics of individual PWB trajectories in the period from 4th to 6th grade depend on the level of conscious self-regulation. In particular, the higher the level of self-regulation the less is the risk of decline in PWB during 4–6th grades. Gender contributes to psychological well-being only in the 4th grade: its level is higher in boys compared to girls.

Conclusion. New data have been obtained allowing to expand theoretical knowledge about regulatory and personal predictors of psychological well-being in early adolescence.

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.

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.

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.

Abstract

Background. The paper addresses the pressing issue of developing scientific understanding of the psychological characteristics of contemporary Russian students in today's rapidly changing world. It also provides methodological foundations for selecting scientific approaches and methods for conducting large-scale screening studies of psychological well-being, professional development, stress levels, and psychological coping resources among Russian students.

Objective. A theoretical, methodological, and empirical investigation of the influence of stress, personal and regulatory resources on the psychological well-being and professional development of Russian students, including a cross-regional aspect.

Study Participants. The empirical study was conducted on a large sample of Russian students (N = 2,303) aged 16 to 27 years (59.5% — female), including 1,162 college students and 1,140 university students. For cross-regional comparison, a sample (766 students) was drawn from three regions of the Russian Federation with objectively different stress loads: Central Russia (Moscow and Kaluga), Donbass (Donetsk), and Crimea (Sevastopol).

Methods. A set of modern, valid, and reliable methods relevant for the large-scale research included The "Subjective and Objective Uncertainty Stress" Questionnaire (SOUS), the Short "Acute and Chronic Stress" Questionnaire (ACS), the Morossanova's "Self-Regulation Profile" Questionnaire (SRPQM 2020), the Dispositional Optimism Test — Revised (DOT-R), the Short Version of the Zimbardo Time Perspective Inventory (ZTPI-15), the Well-Being Manifestation Measure Scale (WBMMS), and the Career Adapt-Abilities Scale (CAAS). JASP software and the R environment were used for statistical processing. Data analysis included descriptive statistics, correlation analysis (Pearson), and group comparison methods (t-test for independent samples, Kruskal — Wallis test).

Results. Russian students in the surveyed sample are, on average, characterized by a moderate severity of stress and possess the personality and regulatory resources developed to a level enabling them to effectively cope with modern challenges, as reflected in their relatively high indicators of psychological well-being and professional development. The study has identified and described statistically significant differences in the levels of uncertainty stress (acute/chronic, subjective/objective), psychological well-being, professional adaptability, and psychological resources (conscious self-regulation, dispositional optimism, and future orientation) between males and females, college and university students, and between students residing in the regions with varying stress loads.

Conclusions. Russian students in general possess sufficient personal and regulatory resources to cope with the challenges of uncertainty. The identified differences based on gender, education stage, and stress load in the region of residence should be taken in account when developing student psychological support programs.