Longitudinal Study of the Relationship Between Conscious Self-Regulation, School Engagement and Student Academic Achievement

The study seeks to examine the longitudinal relationship between school en¬gagement, conscious self-regulation, and student academic achievement. Research analysis covers the data obtained in two longitudinal studies of two student groups: 8—9 graders (N=106) and 10—11 graders (N=96). Diagnostics of...

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Autores principales:	Fomina T.G., Filippova E.V., Morosanova V.I.
Formato:	article
Lenguaje:	RU
Publicado:	Moscow State University of Psychology and Education 2021
Materias:	conscious self-regulation school engagement academic achievement Education L
Acceso en línea:	https://doaj.org/article/ff80de22a14b47adbaf42fb01ac6d554
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spelling	oai:doaj.org-article:ff80de22a14b47adbaf42fb01ac6d5542021-11-12T07:12:00ZLongitudinal Study of the Relationship Between Conscious Self-Regulation, School Engagement and Student Academic Achievement 10.17759/pse.20212605031814-20522311-7273https://doaj.org/article/ff80de22a14b47adbaf42fb01ac6d5542021-11-01T00:00:00Zhttps://psyjournals.ru/en/psyedu/2021/n5/Fomina_et_al.shtmlhttps://doaj.org/toc/1814-2052https://doaj.org/toc/2311-7273The study seeks to examine the longitudinal relationship between school en¬gagement, conscious self-regulation, and student academic achievement. Research analysis covers the data obtained in two longitudinal studies of two student groups: 8—9 graders (N=106) and 10—11 graders (N=96). Diagnostics of self-regulation was carried out by means of “Self-Regulation Profile of Learn¬ing Activity Questionnaire — SRPLAQ”, school engagement was assessed using “A Multidimensional School Engagement Scale» (Wang et al., 2019; Fomina, Mo¬rosanova, 2020). The average value of annual marks in core academic subjects served as an indicator of academic achievement. The measurements were taken twice, with one-year interval. The study revealed significant changes (decrease) in the level of students’ school engagement during their transition from grade 8 to grade 9. When moving from grade 10 to grade 11, the students significantly increase their levels of self-regulation, school engagement, and academic perfor¬mance. Cross-lagged panel analysis made it possible to establish that conscious self-regulation is a significant predictor of successful learning and high student engagement during the transition to the 9th grade. Whereas in grade 11, student engagement in the educational process, as well as previous academic success, plays a more significant role for successful learning. The data obtained allowed for specifying the directions of the causal relationship between school engage¬ment, conscious self-regulation, and academic achievement of students in differ¬ent periods of schooling.Fomina T.G.Filippova E.V.Morosanova V.I.Moscow State University of Psychology and Educationarticleconscious self-regulationschool engagementacademic achievementEducationLRUПсихологическая наука и образование, Vol 26, Iss 5, Pp 30-42 (2021)
institution	DOAJ
collection	DOAJ
language	RU
topic	conscious self-regulation school engagement academic achievement Education L
spellingShingle	conscious self-regulation school engagement academic achievement Education L Fomina T.G. Filippova E.V. Morosanova V.I. Longitudinal Study of the Relationship Between Conscious Self-Regulation, School Engagement and Student Academic Achievement
description	The study seeks to examine the longitudinal relationship between school en¬gagement, conscious self-regulation, and student academic achievement. Research analysis covers the data obtained in two longitudinal studies of two student groups: 8—9 graders (N=106) and 10—11 graders (N=96). Diagnostics of self-regulation was carried out by means of “Self-Regulation Profile of Learn¬ing Activity Questionnaire — SRPLAQ”, school engagement was assessed using “A Multidimensional School Engagement Scale» (Wang et al., 2019; Fomina, Mo¬rosanova, 2020). The average value of annual marks in core academic subjects served as an indicator of academic achievement. The measurements were taken twice, with one-year interval. The study revealed significant changes (decrease) in the level of students’ school engagement during their transition from grade 8 to grade 9. When moving from grade 10 to grade 11, the students significantly increase their levels of self-regulation, school engagement, and academic perfor¬mance. Cross-lagged panel analysis made it possible to establish that conscious self-regulation is a significant predictor of successful learning and high student engagement during the transition to the 9th grade. Whereas in grade 11, student engagement in the educational process, as well as previous academic success, plays a more significant role for successful learning. The data obtained allowed for specifying the directions of the causal relationship between school engage¬ment, conscious self-regulation, and academic achievement of students in differ¬ent periods of schooling.
format	article
author	Fomina T.G. Filippova E.V. Morosanova V.I.
author_facet	Fomina T.G. Filippova E.V. Morosanova V.I.
author_sort	Fomina T.G.
title	Longitudinal Study of the Relationship Between Conscious Self-Regulation, School Engagement and Student Academic Achievement
title_short	Longitudinal Study of the Relationship Between Conscious Self-Regulation, School Engagement and Student Academic Achievement
title_full	Longitudinal Study of the Relationship Between Conscious Self-Regulation, School Engagement and Student Academic Achievement
title_fullStr	Longitudinal Study of the Relationship Between Conscious Self-Regulation, School Engagement and Student Academic Achievement
title_full_unstemmed	Longitudinal Study of the Relationship Between Conscious Self-Regulation, School Engagement and Student Academic Achievement
title_sort	longitudinal study of the relationship between conscious self-regulation, school engagement and student academic achievement
publisher	Moscow State University of Psychology and Education
publishDate	2021
url	https://doaj.org/article/ff80de22a14b47adbaf42fb01ac6d554
work_keys_str_mv	AT fominatg longitudinalstudyoftherelationshipbetweenconsciousselfregulationschoolengagementandstudentacademicachievement AT filippovaev longitudinalstudyoftherelationshipbetweenconsciousselfregulationschoolengagementandstudentacademicachievement AT morosanovavi longitudinalstudyoftherelationshipbetweenconsciousselfregulationschoolengagementandstudentacademicachievement
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Longitudinal Study of the Relationship Between Conscious Self-Regulation, School Engagement and Student Academic Achievement

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