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...
Gespeichert in:
| Veröffentlicht in: | Psihologičeskaâ nauka i obrazovanie Jg. 26; H. 5; S. 17 - 29 |
|---|---|
| Hauptverfasser: | , , |
| Format: | Journal Article |
| Sprache: | Russisch |
| Veröffentlicht: |
Moscow State University of Psychology and Education
01.01.2021
|
| Schlagworte: | |
| ISSN: | 1814-2052, 2311-7273 |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| Abstract | 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.
Представлены результаты исследования проблемы взаимосвязи осознан¬ной саморегуляции, школьной вовлеченности и мотивации, а также спец¬ифики их вкладов в академическую успеваемость школьников в разные периоды обучения. На выборке 1103 учащихся 5—11 классов общеобра¬зовательных школ впервые показана 5-факторная структура взаимосвязи саморегуляции, вовлеченности, личностных свойств и академической мотивации. Оценен вклад этих факторов в академические достижения уча¬щихся в трех периодах школьного обучения (в средней школе, при переходе из средней в старшую школу и в старшей школе). Показано, что факторы «Целеполагание и вовлеченность», «Познавательная и социальная актив¬ность», включающие в себя регуляторные, мотивационные, личностные свойства и вовлеченность, вносят значимый вклад в академическую успе¬ваемость учащихся независимо от классов обучения. Регуляторные про¬цессы моделирования значимых условий достижения цели и оценки резуль-татов в составе фактора «Оперативная регуляция» обеспечивают высокие оценки у учащихся 5—6 классов. Выявлены негативное влияние фактора «Внешняя мотивация» на успеваемость старшеклассников и позитивный вклад фактора «Нейротизм и тревожность» в годовые итоговые результаты в этом периоде обучения. Полученные результаты обсуждаются в контексте возрастных и учебных задач, которые решаются учащимися на протяжении школьного обучения. |
|---|---|
| AbstractList | 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. 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. Представлены результаты исследования проблемы взаимосвязи осознан¬ной саморегуляции, школьной вовлеченности и мотивации, а также спец¬ифики их вкладов в академическую успеваемость школьников в разные периоды обучения. На выборке 1103 учащихся 5—11 классов общеобра¬зовательных школ впервые показана 5-факторная структура взаимосвязи саморегуляции, вовлеченности, личностных свойств и академической мотивации. Оценен вклад этих факторов в академические достижения уча¬щихся в трех периодах школьного обучения (в средней школе, при переходе из средней в старшую школу и в старшей школе). Показано, что факторы «Целеполагание и вовлеченность», «Познавательная и социальная актив¬ность», включающие в себя регуляторные, мотивационные, личностные свойства и вовлеченность, вносят значимый вклад в академическую успе¬ваемость учащихся независимо от классов обучения. Регуляторные про¬цессы моделирования значимых условий достижения цели и оценки резуль-татов в составе фактора «Оперативная регуляция» обеспечивают высокие оценки у учащихся 5—6 классов. Выявлены негативное влияние фактора «Внешняя мотивация» на успеваемость старшеклассников и позитивный вклад фактора «Нейротизм и тревожность» в годовые итоговые результаты в этом периоде обучения. Полученные результаты обсуждаются в контексте возрастных и учебных задач, которые решаются учащимися на протяжении школьного обучения. |
| Author | Potanina, A.M. Bondarenko, I.N. Ishmuratova, Y.A. |
| Author_xml | – sequence: 1 givenname: Y.A. orcidid: 0000-0002-7519-3148 surname: Ishmuratova fullname: Ishmuratova, Y.A. organization: Psychological Institute of the Russian Academy of Education – sequence: 2 givenname: A.M. orcidid: 0000-0003-4358-6948 surname: Potanina fullname: Potanina, A.M. organization: Psychological Institute of the Russian Academy of Education – sequence: 3 givenname: I.N. orcidid: 0000-0001-5539-1027 surname: Bondarenko fullname: Bondarenko, I.N. organization: Psychological Institute of the Russian Academy of Education |
| BookMark | eNp1kdFq3DAQRUVJods0z33VB9SJJMuW9Rg2abuQktC0z2Z2NHJUbGmRvIX8Qr66jlNaKBQGBmbmHph737KTmCIx9l6Kc2lMYy8Ohc6VUFK1ohHqFduoWsrKKFOfsI3spK6UaNQbdlZK2AuhOiVarTbsaTcdAGeePN-mWDCkY-H3NPrqKw3HEeaQ4gd-HQcYaKI4c4iOf0lz-Lmu-FKXCI6mgPyOsk95goj0zLvHh5RGfAijyxT51TGHOPCr4D3lZ9JyHpIr6-l8dI_v2GsPY6Gz3_2Uff94_W37ubq5_bTbXt5UqEw3V8otALRa6OUD0gjGGkPWeyelFarx0mOra-s7pRC61naiFvtOaNtQR1TXp2z3wnUJfvSHHCbIj32C0K-DlIce8hxwpN6ClU7vFcgW9WIaWOsINDZy7wzWsLAuXliYUymZ_B-eFP2aTL8k0_9NZlE0_ygwzKuXc4Yw_lf3C5ThlpY |
| CitedBy_id | crossref_primary_10_1051_shsconf_202316400041 crossref_primary_10_17759_psyedu_2022140202 crossref_primary_10_3390_jintelligence10030052 crossref_primary_10_3389_feduc_2024_1265946 |
| Cites_doi | 10.11621/pir.2015.0311 10.1016/j.lindif.2017.03.013 10.1002/pits.21901 10.1016/j.appdev.2020.101200 10.1016/j.learninstruc.2013.04.002 10.1007/s10648-015-9320-8 10.1016/j.ijer.2019.06.002 10.2224/sbp.7054 10.1016/j.learninstruc.2018.11.005 10.1016/j.adolescence.2018.01.005 10.1080/13803611.2015.1057161 10.17759/pse.2017220206 10.15405/epsbs.2018.07.53 10.1080/09720073.2015.11891759 10.1007/978-1-4614-2018-7_37 10.1007/978-1-4614-2018-7_1 10.1016/j.learninstruc.2016.02.002 10.1027/1015-5759/a000431 10.1037/10516-164 |
| ContentType | Journal Article |
| DBID | AAYXX CITATION DOA |
| DOI | 10.17759/pse.2021260502 |
| DatabaseName | CrossRef DOAJ Directory of Open Access Journals |
| DatabaseTitle | CrossRef |
| DatabaseTitleList | CrossRef |
| Database_xml | – sequence: 1 dbid: DOA name: DOAJ Directory of Open Access Journals url: https://www.doaj.org/ sourceTypes: Open Website |
| DeliveryMethod | fulltext_linktorsrc |
| Discipline | Psychology |
| EISSN | 2311-7273 |
| EndPage | 29 |
| ExternalDocumentID | oai_doaj_org_article_9a91d4b2a16c4028a99dea4c51bd7c3a 10_17759_pse_2021260502 |
| GroupedDBID | 5VS 642 AAYXX ALMA_UNASSIGNED_HOLDINGS CITATION GROUPED_DOAJ IPNFZ RIG |
| ID | FETCH-LOGICAL-c278t-2dffec9404064e4ca7977e9ffd119025f1fc6439f822ca8698030b80495e8ee33 |
| IEDL.DBID | DOA |
| ISICitedReferencesCount | 5 |
| ISICitedReferencesURI | http://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=Summon&SrcAuth=ProQuest&DestLinkType=CitingArticles&DestApp=WOS_CPL&KeyUT=000727931800003&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D |
| ISSN | 1814-2052 |
| IngestDate | Fri Oct 03 12:46:06 EDT 2025 Tue Nov 18 22:23:09 EST 2025 Sat Nov 29 06:18:18 EST 2025 |
| IsDoiOpenAccess | true |
| IsOpenAccess | true |
| IsPeerReviewed | true |
| IsScholarly | true |
| Issue | 5 |
| Language | Russian |
| License | https://creativecommons.org/licenses/by-nc/4.0 |
| LinkModel | DirectLink |
| MergedId | FETCHMERGED-LOGICAL-c278t-2dffec9404064e4ca7977e9ffd119025f1fc6439f822ca8698030b80495e8ee33 |
| ORCID | 0000-0002-7519-3148 0000-0001-5539-1027 0000-0003-4358-6948 |
| OpenAccessLink | https://doaj.org/article/9a91d4b2a16c4028a99dea4c51bd7c3a |
| PageCount | 13 |
| ParticipantIDs | doaj_primary_oai_doaj_org_article_9a91d4b2a16c4028a99dea4c51bd7c3a crossref_primary_10_17759_pse_2021260502 crossref_citationtrail_10_17759_pse_2021260502 |
| PublicationCentury | 2000 |
| PublicationDate | 2021-01-01 |
| PublicationDateYYYYMMDD | 2021-01-01 |
| PublicationDate_xml | – month: 01 year: 2021 text: 2021-01-01 day: 01 |
| PublicationDecade | 2020 |
| PublicationTitle | Psihologičeskaâ nauka i obrazovanie |
| PublicationYear | 2021 |
| Publisher | Moscow State University of Psychology and Education |
| Publisher_xml | – name: Moscow State University of Psychology and Education |
| References | 22 23 24 25 26 10 11 12 13 14 15 16 17 18 19 1 2 3 4 5 6 7 8 9 20 21 |
| References_xml | – ident: 2 – ident: 17 doi: 10.11621/pir.2015.0311 – ident: 15 doi: 10.1016/j.lindif.2017.03.013 – ident: 4 – ident: 13 doi: 10.1002/pits.21901 – ident: 16 – ident: 7 doi: 10.1016/j.appdev.2020.101200 – ident: 24 doi: 10.1016/j.learninstruc.2013.04.002 – ident: 9 doi: 10.1007/s10648-015-9320-8 – ident: 22 doi: 10.1016/j.ijer.2019.06.002 – ident: 26 – ident: 14 doi: 10.2224/sbp.7054 – ident: 3 – ident: 19 doi: 10.1016/j.learninstruc.2018.11.005 – ident: 5 – ident: 21 doi: 10.1016/j.adolescence.2018.01.005 – ident: 1 – ident: 23 doi: 10.1080/13803611.2015.1057161 – ident: 6 doi: 10.17759/pse.2017220206 – ident: 18 doi: 10.15405/epsbs.2018.07.53 – ident: 10 doi: 10.1080/09720073.2015.11891759 – ident: 11 doi: 10.1007/978-1-4614-2018-7_37 – ident: 20 doi: 10.1007/978-1-4614-2018-7_1 – ident: 12 doi: 10.1016/j.learninstruc.2016.02.002 – ident: 25 doi: 10.1027/1015-5759/a000431 – ident: 8 doi: 10.1037/10516-164 |
| SSID | ssib002820642 ssib038074823 ssib050737097 ssj0002140299 |
| Score | 2.1660752 |
| Snippet | 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... |
| SourceID | doaj crossref |
| SourceType | Open Website Enrichment Source Index Database |
| StartPage | 17 |
| SubjectTerms | academic motivation conscious self-regulation school engagement |
| Title | Impact of Conscious Self-Regulation, Engagement and Motivation on Academic Performance of Schoolchildren During Different Periods of Study |
| URI | https://doaj.org/article/9a91d4b2a16c4028a99dea4c51bd7c3a |
| Volume | 26 |
| WOSCitedRecordID | wos000727931800003&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D |
| hasFullText | 1 |
| inHoldings | 1 |
| isFullTextHit | |
| isPrint | |
| journalDatabaseRights | – providerCode: PRVAON databaseName: DOAJ Directory of Open Access Journals customDbUrl: eissn: 2311-7273 dateEnd: 99991231 omitProxy: false ssIdentifier: ssj0002140299 issn: 1814-2052 databaseCode: DOA dateStart: 20150101 isFulltext: true titleUrlDefault: https://www.doaj.org/ providerName: Directory of Open Access Journals – providerCode: PRVHPJ databaseName: ROAD: Directory of Open Access Scholarly Resources customDbUrl: eissn: 2311-7273 dateEnd: 99991231 omitProxy: false ssIdentifier: ssib050737097 issn: 1814-2052 databaseCode: M~E dateStart: 19960101 isFulltext: true titleUrlDefault: https://road.issn.org providerName: ISSN International Centre |
| link | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwrV1LS8NAEF5EPPQiPvHNHjx4MNZNNsnu0UdFQUvxhbew2eyKUNLSRsGLP8Bf7cxmk_YiXoQSaJkmTWa6800y832EHKoo1jJPoTbRKGHGVB5IyBqBslILKIOS3M2tPd-m_b54eZGDOakv7Amr6YHrC9eVSrKC56FiiYZaRygpC6O4jllepDpy0AhQz1wx5QsJRNbNe2RV52KWCAEERempf36Ga3YIdUboxCYh43EInTj0PEBpGsvueIqMmrDKA_j3N2CaFDbH9O9S0tUKWfZYkp7V57BKFibva6TTLmmf6-T7xg1B0pGlqMypseGVPpihDe5rDXrwyjHtla--BYaqsqB3reQZhVfTQE8HsxED3F9N39nMgtNLN-5IL73eSoXmb6Ni6kyRwnaDPF31Hi-uA6--EOgwFVUQFthQIjn8yxNuuFYpQEUjrS0Yw2eTllmNcMYCxNBKJFLAepELqDhiI4yJok2yWI5Ks0UojyILBtpqEXOGGMQwOEh0qkWSFGG4TU6aC5ppT02OChnDDEsU9EAGHshmHtgmR-0XxjUrx--m5-ih1gzptN0HEGSZD7LsryDb-Y-d7JIO_qz6_s0eWawm72afLOmP6m06OXDxC9u7r94P-cTvtg |
| linkProvider | Directory of Open Access Journals |
| openUrl | ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Impact+of+Conscious+Self-Regulation%2C+Engagement+and+Motivation+on+Academic+Performance+of+Schoolchildren+During+Different+Periods+of+Study&rft.jtitle=Psihologi%C4%8Deska%C3%A2+nauka+i+obrazovanie&rft.au=Ishmuratova+Yu.A.&rft.au=Potanina+A.M.&rft.au=Bondarenko+I.N.&rft.date=2021-01-01&rft.pub=Moscow+State+University+of+Psychology+and+Education&rft.issn=1814-2052&rft.eissn=2311-7273&rft.volume=26&rft.issue=5&rft.spage=17&rft.epage=29&rft_id=info:doi/10.17759%2Fpse.2021260502&rft.externalDBID=DOA&rft.externalDocID=oai_doaj_org_article_9a91d4b2a16c4028a99dea4c51bd7c3a |
| thumbnail_l | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=1814-2052&client=summon |
| thumbnail_m | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=1814-2052&client=summon |
| thumbnail_s | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=1814-2052&client=summon |