Abstract
Introduction. The current direction of modern research in the field of psychology of education is the study of psychological resources that can be considered as long-term predictors of learning success. Self-regulation and school engagement are traditionally considered as such resources. The study objectives included exploring the relationship of these resources among schoolchildren during their studies in the secondary school and clarifying whether the development of conscious self-regulation can predict examination success. Students participated in a 3-year longitudinal study during their schooling since 7th to 9th grade, a total of 81 participants (52 % – boys). Methods. “Self-regulation Profile of Learning Activity Questionnaire” by V. I. Morosanova (SRPLAQ-M); “Multidimensional Scale of School Engagement” adapted to the Russian sample (T. G. Fomina, V. I. Morosanova). The study collected data on the students’ performance (an average of annual grades in the main academic subjects) and results of their major state exams in the 9th grade. Results. Statistical data analysis included the calculation of descriptive statistics, correlation analysis, and structural modeling. On its basis, a structural model was built, its correspondence to empirical data was assessed using the following agreement indices. The model demonstrates the specifics of longitudinal relationships between school engagement, conscious self-regulation, and the final exams results in the secondary school. It shows that the level of conscious self-regulation development, as measured in 7th grade students, is actually a long-term predictor of their academic performance and results of the major state exam in the 9th grade. School engagement turned out to be a less significant factor in the success of passing exams, and its influence is mediated by the level of conscious self-regulation development. Discussion. For the first time, the longitudinal study has revealed the specificity of relationship between conscious self-regulation and school engagement at different stages of education in the secondary school. The stated fact of the existence of long-term prognostic effects of the conscious self-regulation development on examination results is of undoubted scientific significance.
References
Bae, C. L., & DeBusk-Lane, M. (2019). Middle school engagement profiles: Implications for motivation and achievement in science. Learning and Individual Differences, 74. https://doi.org/10.1016/j.lindif.2019.101753
Bakadorova, O., Lazarides, R., & Raufelder, D. (2020). Effects of social and individual school self-concepts on school engagement during adolescence. European Journal of Psychology of Education, 35, 73–91. https://doi.org/10.1007/s10212-019-00423-x
Baumeister, R. (2018). Self-regulation and self-control. Routledge. https://doi.org/10.4324/9781315175775
Caraway, K., Tucker, C. M., Reinke, W. M., & Hall, C. (2003). Self-efficacy, goal orientation, and fear of failure as predictors of school engagement in high school students. Psychology in the Schools, 40(4), 417–427. https://doi.org/10.1002/pits.10092
Chamorro-Premuzic, T., & Furnham, A. (2014). Personality and intellectual competence. Psychology Press. https://doi.org/10.4324/9781410612649
Chibisova, M. Yu. (2008). Psychological readiness of the graduate to pass the Russian unified state exam. Bulletin of Psychological Practice in Education, 5(4), 77–80. (in Russ.).
Engels, M. C., Colpin, H., Van Leeuwen, K., Bijttebier, P., Van Den Noortgate, W., Claes, S., Goossens, L., & Verschueren, K. (2017). School engagement trajectories in adolescence: The role of peer likeability and popularity. Journal of School Psychology, 64, 61–75. https://doi.org/10.1016/j.jsp.2017.04.006
Engels, M. C., Phalet, K., Gremmen, M. C., Dijkstra, J. K., & Verschueren, K. (2020). Adolescents’ engagement trajectories in multicultural classrooms: The role of the classroom context. Journal of Applied Developmental Psychology, 69. https://doi.org/10.1016/j.appdev.2020.101156
Eremina, L. Yu. (2010). USE and competency-based approach. In Competence-based approach to the development of healthy lifestyle skills in children, adolescents and youth. Materials of the scientific-practical conference with international participation (pp. 41–47). Moscow City Pedagogical University. (in Russ.).
Estévez, I., Rodríguez-Llorente, C., Piñeiro, I., González-Suárez, R., & Valle, A. (2021). School engagement, academic achievement, and self-regulated learning. Sustainability, 13(6), 3011. https://doi.org/10.3390/su13063011
Fomina, T. G., & Morosanova, V. I. (2020). Russian adaptation and validation of the “Multidimensional School Engagement Scale”. Moscow University Psychology Bulletin, 14(3), 194–213. https://doi.org/10.11621/vsp.2020.03.09 (in Russ.).
Fomina, T. G., Potanina, A. M., & Morosanova, V. I. (2020). The relationship between school engagement and conscious self-regulation of learning activity: The current state of the problem and research perspectives in Russia and abroad. RUDN Journal of Psychology and Pedagogics, 17(3), 390–411. https://doi.org/10.22363/2313-1683-2020-17-3-390-411 (in Russ.).
Fomina, Т. G., Filippova, Е. V., & Morosanova, V. I. (2021). Longitudinal study of the relationship between conscious self-regulation, school engagement and student academic achievement. Psychological Science and Education, 26(5), 30–42. https://doi.org/10.17759/pse.2021260503 (in Russ.).
Fonteyne, L., Duyck, W., & De Fruyt, F. (2017). Program-specific prediction of academic achievement on the basis of cognitive and non-cognitive factors. Learning and Individual Differences, 56, 34–48. https://doi.org/10.1016/j.lindif.2017.05.003
Fredricks, J. A., Parr, A. K., Amemiya, J. L., Wang, M.-T., & Brauer, S. (2019). What matters for urban adolescents’ engagement and disengagement in school: A mixed-methods study. Journal of Adolescent Research, 34(5), 491–527. https://doi.org/10.1177/0743558419830638
Gordeeva, T. O., Sychev, O. A., & Osin, E. N. (2013). Inner and outer motivation in students: Its sources and influence on psychological well-being. Voprosy Psychologii, 1, 35–45. (in Russ.).
Kornilova, T. V., Chumakova, M. A., & Krasavtseva, Yu. V. (2018). Emotional intelligence, patterns for coping with decisional conflict, and academic achievement in cross-cultural perspective (evidence from selective Russian and Azerbaijani student populations). Psychology in Russia: State of the Art, 11(2), 114–133. https://doi.org/10.11621/pir.2018.0209
Lam, S.-f., Jimerson, S., Shin, H., Cefai, C., Veiga, F. H., Hatzichristou, C., Polychroni, F., Kikas, E., Wong, B. P. H., Stanculescu, E., Basnett, J., Duck, R., Farrell, P., Liu, Y., Negovan, V., Nelson, B., Yang, H., & Zollneritsch, J. (2016). Cultural universality and specificity of student engagement in school: The results of an international study from 12 countries. British Journal of Educational Psychology, 86(1), 137–153. https://doi.org/10.1111/bjep.12079
Lei, H., Cui, Y., & Zhou, W. (2018). Relationships between student engagement and academic achievement: A meta-analysis. Social Behavior and Personality: An International Journal, 46(3), 517–528. https://doi.org/10.2224/sbp.7054
Lemos, M. S., Gonçalves, T., & Cadima, J. (2020). Examining differential trajectories of engagement over the transition to secondary school: The role of perceived control. International Journal of Behavioral Development, 44(4), 313–324. https://doi.org/10.1177/0165025419881743
Moreira, P. A. S., & Lee, V. E. (2020). School social organization influences adolescents’ cognitive engagement with school: The role of school support for learning and of autonomy support. Learning and Individual Differences, 80. https://doi.org/10.1016/j.lindif.2020.101885
Morosanova, V. I. (2014). Conscious self-regulation of personal activity as a psychological resource for achieving goals. Theoretical and Experimental Psychology, 7(4), 62–78. (in Russ.).
Morosanova, V. I. (2022). Psychology of conscious self-regulation: from origins to modern research. Theoretical and Experimental Psychology, 15(3), 49–74. https://doi.org/10.24412/2073-0861-2022-3-49-74 (in Russ.).
Morosanova, V. I., & Bondarenko, I. N. (2017). Diagnosis of conscious self-regulation of educational activity: A new version of the SSUD-M questionnaire. Theoretical and Experimental Psychology, 10(2), 27–38. (in Russ.).
Morosanova, V. I., & Filippova, E. V. (2019). What ensures reliability of a student’s actions in an examination. Voprosy Psychologii, 65(1), 65–78. (in Russ.).
Morosanova, V. I., Bondarenko, I. N., & Fomina, T. G. (2022). Conscious self-regulation, motivational factors, and personality traits as predictors of students’ academic performance: A linear empirical model. Psychology in Russia, 15(4), 56–74.
Park, S., & Kim, N. H. (2022). University students’ self-regulation, engagement and performance in flipped learning. European Journal of Training and Development, 46(1/2), 22–40. https://doi.org/10.1108/EJTD-08-2020-0129
Perkmann, M., Salandra, R., Tartari, V., McKelvey, M., & Hughes, A. (2021). Academic engagement: A review of the literature 2011–2019. Research Policy, 50(1). https://doi.org/10.1016/j.respol.2020.104114
Potanina, A. M., & Morosanova, V. I. (2021). Regulatory and personal resources of school success: Individual typological aspects. Voprosy Psychologii, 67(5), 65–75. (in Russ.).
Prikhozhan, A. M. (2007). The Psychology of anxiety: Preschool and school ages (2nd ed.). Piter. (in Russ.).
Rademacher, А. (2020). The longitudinal influence of self-regulation on school performance and behavior problems from preschool to elementary school. Journal of Research in Childhood Education, 36(1), 112–125. https://doi.org/10.1080/02568543.2020.1847219
Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353–387. https://doi.org/10.1037/a0026838
Robson, D. A., Allen, M. S., & Howard, S. J. (2020). Self-regulation in childhood as a predictor of future outcomes: A meta-analytic review. Psychological Bulletin, 146(4), 324–354. https://doi.org/10.1037/bul0000227
Rohde, T. E., & Thompson, L. A. (2007). Predicting academic achievement with cognitive ability. Intelligence, 35(1), 83–92. https://doi.org/10.1016/j.intell.2006.05.004
Salmela‐Aro, K., Tang, X., Symonds, J., & Upadyaya, K. (2021). Student engagement in adolescence: A scoping review of longitudinal studies 2010–2020. Journal of Research on Adolescence, 31(2), 256–272. https://doi.org/10.1111/jora.12619
Schunk, D. H., & Greene, J. A. (Eds.) (2017). Handbook of self-regulation of learning and performance. Routledge. https://doi.org/10.4324/9781315697048
Smirnov, S. D., Kornilova, T. V., Kornilov, S. A., & Malakhova, S. I. (2007). About the relationship of intellectual and personal characteristics of students with the success of their education. Moscow University Psychology Bulletin, 3, 82–87. (in Russ.).
Stefansson, K. K., Gestsdottir, S., Birgisdottir, F., & Lerner, R. M. (2018). School engagement and intentional self-regulation: A reciprocal relation in adolescence. Journal of Adolescence, 64(1), 23–33. https://doi.org/10.1016/j.adolescence.2018.01.005
Strizhius, E. I. (2013). The effect of anxiety on the results of final exams (GIA/USE) in high school students with different levels of academic performance. Modern Education, 1, 106–125. https://doi.org/10.7256/2306-4188.2013.1.8799 (in Russ.).
Tsyganov, I. Yu., & Bondarenko, I. N. (2022). School engagement of students with different attitude towards studying in secondary school. Theoretical and Experimental Psychology, 15(1), 79–100. https://doi.org/10.24412/2073-0861-2022-1-79-100 (in Russ.).
Vasalampi, K., Salmela-Aro, K., & Nurmi, J.-E. (2009). Adolescents’ self-concordance, school engagement, and burnout predict their educational trajectories. European Psychologist, 14(4), 332–341. https://doi.org/10.1027/1016-9040.14.4.332
Vukman, K. B., & Licardo, M. (2010). How cognitive, metacognitive, motivational and emotional self-regulation influence school performance in adolescence and early adulthood. Educational Studies, 36(3), 259–268. https://doi.org/10.1080/03055690903180376
Wang, M.-T., & Eccles, J. S. (2012a). Adolescent behavioral, emotional, and cognitive engagement trajectories in school and their differential relations to educational success. Journal of Research on Adolescence, 22(1), 31–39. https://doi.org/10.1111/j.1532-7795.2011.00753.x
Wang, M.-T., & Eccles, J. S. (2012b). Social support matters: Longitudinal effects of social support on three dimensions of school engagement from middle to high school. Child Development, 83(3), 877–895. https://doi.org/10.1111/j.1467-8624.2012.01745.x
Wolters, C. A., & Hussain, M. (2015). Investigating grit and its relations with college students’ self-regulated learning and academic achievement. Metacognition and Learning, 10, 293–311. https://doi.org/10.1007/s11409-014-9128-9
Zaveryukha, P. V., & Prokhorov, R. E. (2018). Psychological and pedagogical features of the preparation for the final examination of modern schoolchildren. Tomsk State University Journal, 1(190), 182–186. https://doi.org/10.23951/1609-624Х-2018-1-182-186 (in Russ.).
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright (c) 2022 Fomina, T. G., Filippova, E. V., Ovanesbekova, M. L., & Morosanova, V. I.