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...

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Autores principales:	Ishmuratova Yu.A., Potanina A.M., Bondarenko I.N.
Formato:	article
Lenguaje:	RU
Publicado:	Moscow State University of Psychology and Education 2021
Materias:	conscious self-regulation school engagement academic motivation Education L
Acceso en línea:	https://doaj.org/article/9a91d4b2a16c4028a99dea4c51bd7c3a
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spelling	oai:doaj.org-article:9a91d4b2a16c4028a99dea4c51bd7c3a2021-11-12T07:09:35ZImpact of Conscious Self-Regulation, Engagement and Motivation on Academic Performance of Schoolchildren During Different Periods of Study10.17759/pse.20212605021814-20522311-7273https://doaj.org/article/9a91d4b2a16c4028a99dea4c51bd7c3a2021-11-01T00:00:00Zhttps://psyjournals.ru/en/psyedu/2021/n5/Ishmutatova_et_al.shtmlhttps://doaj.org/toc/1814-2052https://doaj.org/toc/2311-7273The 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.Ishmuratova Yu.A.Potanina A.M.Bondarenko I.N.Moscow State University of Psychology and Educationarticleconscious self-regulationschool engagementacademic motivationEducationLRUПсихологическая наука и образование, Vol 26, Iss 5, Pp 17-29 (2021)
institution	DOAJ
collection	DOAJ
language	RU
topic	conscious self-regulation school engagement academic motivation Education L
spellingShingle	conscious self-regulation school engagement academic motivation Education L 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
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.
format	article
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.
title	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_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_sort	impact of conscious self-regulation, engagement and motivation on academic performance of schoolchildren during different periods of study
publisher	Moscow State University of Psychology and Education
publishDate	2021
url	https://doaj.org/article/9a91d4b2a16c4028a99dea4c51bd7c3a
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Impact of Conscious Self-Regulation, Engagement and Motivation on Academic Performance of Schoolchildren During Different Periods of Study

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