Impact of Conscious Self-Regulation, Engagement and Motivation on Academic Performance of Schoolchildren During Different Periods of Study
The paper is devoted to the problem of the relationship between conscious self-regulation, school engagement and motivation, as well as the specifics of their contributions to the academic performance of schoolchildren during different pe-riods of study. For the first time, a 5-factor structure of t...
| Main Authors: | , , |
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| Format: | Article |
| Language: | Russian |
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Moscow State University of Psychology and Education
2021-11-01
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| Series: | Психологическая наука и образование |
| Subjects: | |
| Online Access: | https://psyjournals.ru/en/psyedu/2021/n5/Ishmutatova_et_al.shtml |
| _version_ | 1819024973456474112 |
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| author | Ishmuratova Yu.A. Potanina A.M. Bondarenko I.N. |
| author_facet | Ishmuratova Yu.A. Potanina A.M. Bondarenko I.N. |
| author_sort | Ishmuratova Yu.A. |
| collection | DOAJ |
| description | The paper is devoted to the problem of the relationship between conscious self-regulation, school engagement and motivation, as well as the specifics of their contributions to the academic performance of schoolchildren during different pe-riods of study. For the first time, a 5-factor structure of the relationship between self-regulation, engagement, personality traits, and academic motivation was described in a sample of 1103 students in grades 5—11 of general education schools. We evaluated the contribution of these factors to the academic achieve¬ment of students in three periods of school education (in middle school, during the transition from middle to high school, and in high school). It is shown that the factors “Goal-setting and engagement” and “Cognitive and social activity”, which include regulatory, motivational, personality features and engagement, make a significant contribution to the academic performance of students, regardless of the period of learning. Regulatory processes of modelling significant condi¬tions for achieving the goal and evaluating the results as part of the “Operational Regulation” factor provide high achievement for students in grades 5—6. We also revealed the negative influence of the “External Motivation” factor on the aca¬demic performance of high school students and the positive contribution of the “Neuroticism and Anxiety” factor to the annual final grades in this period of study. The results are discussed in the context of age-related and educational tasks that are solved by students during school education. |
| first_indexed | 2024-12-21T05:03:18Z |
| format | Article |
| id | doaj.art-9a91d4b2a16c4028a99dea4c51bd7c3a |
| institution | Directory Open Access Journal |
| issn | 1814-2052 2311-7273 |
| language | Russian |
| last_indexed | 2024-12-21T05:03:18Z |
| publishDate | 2021-11-01 |
| publisher | Moscow State University of Psychology and Education |
| record_format | Article |
| series | Психологическая наука и образование |
| spelling | doaj.art-9a91d4b2a16c4028a99dea4c51bd7c3a2022-12-21T19:15:12ZrusMoscow State University of Psychology and EducationПсихологическая наука и образование1814-20522311-72732021-11-01265172910.17759/pse.2021260502Impact of Conscious Self-Regulation, Engagement and Motivation on Academic Performance of Schoolchildren During Different Periods of StudyIshmuratova Yu.A.0https://orcid.org/0000-0002-7519-3148Potanina A.M.1https://orcid.org/0000-0003-4358-6948Bondarenko I.N.2https://orcid.org/0000-0001-5539-1027Psychological Institute of the Russian Academy of Education, Moscow, RussiaPsychological Institute of the Russian Academy of Education, Moscow, RussiaPsychological Institute of Russian Academy of Education, Moscow, RussiaThe paper is devoted to the problem of the relationship between conscious self-regulation, school engagement and motivation, as well as the specifics of their contributions to the academic performance of schoolchildren during different pe-riods of study. For the first time, a 5-factor structure of the relationship between self-regulation, engagement, personality traits, and academic motivation was described in a sample of 1103 students in grades 5—11 of general education schools. We evaluated the contribution of these factors to the academic achieve¬ment of students in three periods of school education (in middle school, during the transition from middle to high school, and in high school). It is shown that the factors “Goal-setting and engagement” and “Cognitive and social activity”, which include regulatory, motivational, personality features and engagement, make a significant contribution to the academic performance of students, regardless of the period of learning. Regulatory processes of modelling significant condi¬tions for achieving the goal and evaluating the results as part of the “Operational Regulation” factor provide high achievement for students in grades 5—6. We also revealed the negative influence of the “External Motivation” factor on the aca¬demic performance of high school students and the positive contribution of the “Neuroticism and Anxiety” factor to the annual final grades in this period of study. The results are discussed in the context of age-related and educational tasks that are solved by students during school education.https://psyjournals.ru/en/psyedu/2021/n5/Ishmutatova_et_al.shtmlconscious self-regulationschool engagementacademic motivation |
| spellingShingle | Ishmuratova Yu.A. Potanina A.M. Bondarenko I.N. Impact of Conscious Self-Regulation, Engagement and Motivation on Academic Performance of Schoolchildren During Different Periods of Study Психологическая наука и образование conscious self-regulation school engagement academic motivation |
| title | Impact of Conscious Self-Regulation, Engagement and Motivation on Academic Performance of Schoolchildren During Different Periods of Study |
| title_full | Impact of Conscious Self-Regulation, Engagement and Motivation on Academic Performance of Schoolchildren During Different Periods of Study |
| title_fullStr | Impact of Conscious Self-Regulation, Engagement and Motivation on Academic Performance of Schoolchildren During Different Periods of Study |
| title_full_unstemmed | Impact of Conscious Self-Regulation, Engagement and Motivation on Academic Performance of Schoolchildren During Different Periods of Study |
| title_short | Impact of Conscious Self-Regulation, Engagement and Motivation on Academic Performance of Schoolchildren During Different Periods of Study |
| title_sort | impact of conscious self regulation engagement and motivation on academic performance of schoolchildren during different periods of study |
| topic | conscious self-regulation school engagement academic motivation |
| url | https://psyjournals.ru/en/psyedu/2021/n5/Ishmutatova_et_al.shtml |
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