scholarly journals Specifics of relationship between conscious self-regulation, subjective well-being, and academic achievement of primary schoolchildren

2019 ◽  
Vol 12 (3) ◽  
pp. 164-175
Author(s):  
T.G. Fomina ◽  
V.I. Morosanova
Keyword(s):  
Academic Achievement ◽  
Life Satisfaction ◽  
Academic Performance ◽  
Self Regulation ◽  
Well Being ◽  
Reciprocal Relationship ◽  
Educational Activity ◽  
Learning Activity ◽  
Subjective Well Being ◽  
Primary Schoolchildren

The article delivers results of an empirical study aimed at revealing specific relationship between conscious self-regulation of educational activity, subjective well-being, and academic performance of the younger schoolchildren (N = 156). Diagnostics included assessment of the regulatory processes, intrapersonal-regulatory features (“Self-regulation of the Learning Activity Questionnaire”, Morosanova, 2015) and certain aspects of the students’ life satisfaction (“Multidimensional Children’s Life Satisfaction Scale”, Sytchev et al. , 2018) as well as collecting data on their academic performance. It was found that schoolchildren’ subjective well-being level has closer ties with their level of conscious self-regulation development than with academic performance indicators. The data analysis has also confirmed the reciprocal relationship between subjective well-being and academic achievement in primary schoolchildren. Structural modeling allowed for evaluating the models of cause-effect relationships between the learning activity self-regulation, school well-being, and academic performance in primary school age. It is shown that indicators of self-regulation and subjective well-being explain a greater percentage of the variance in the students’ academic achievement than self-regulation and achievement — in the variance of subjective well-being in the primary schoolchildren.

scholarly journals Life Satisfaction in Adolescents: The Role of Individual and Social Health Assets

2018 ◽  
Vol 21 ◽  
Author(s):  
Luis Calmeiro ◽  
Inês Camacho ◽  
Margarida Gaspar de Matos
Keyword(s):  
Academic Achievement ◽  
Life Satisfaction ◽  
Regression Analysis ◽  
Social Competence ◽  
Family Support ◽  
School Connectedness ◽  
Self Regulation ◽  
Well Being ◽  
Social Health ◽  
Health Assets

AbstractThe aim of this study is to explore the relationship between adolescents’ life satisfaction and individual and social health assets. A nationally representative sample of 3,494 Portuguese adolescents (mean age = 14.94 ± 1.30 years; 53.6% girls) completed the Health Behavior in School-aged Children survey measuring a variety of health behaviors and beliefs. A sequential regression analysis was conducted with gender, individual assets (academic achievement, social competence, self-regulation and life objectives) and social assets (family support, peer support, parental monitoring and school connectedness) entered in separate steps. A second regression analysis was conducted with social assets entered before individual assets. The final model explained 18.3% of life satisfaction. School connectedness (β = .198, p < .001) and family support (β = .154, p < .001) were the strongest predictors of adolescents’ life satisfaction followed by social competence (β = .152, p < .001), academic achievement (β = .116, p < .001) and self-regulation (β = .064, p < .001). Social assets explained a larger variance of life satisfaction than individual assets when entered first in the regression (r2 = .134 and r2 = .119, respectively, p < .001). When entered last step in the regression analysis, social assets added more to life satisfaction’s variance than when individual assets were added in the last step (r2 = .060 and r2 = .045, respectively, p < .001). These results reinforce the role social interaction and social capital models in the promotion of well-being.

scholarly journals The Bidirectional Relationship Between Subjective Well-Being and Academic Achievement in Adolescence

2021 ◽  
Author(s):  
Cristian Bortes ◽  
Susanne Ragnarsson ◽  
Mattias Strandh ◽  
Solveig Petersen
Keyword(s):  
Academic Achievement ◽  
Adolescent Girls ◽  
Well Being ◽  
Reciprocal Relationship ◽  
Subjective Well Being ◽  
Academic Achievements ◽  
School Year ◽  
Bidirectional Relationship ◽  
Path Models ◽  
The Relationship

AbstractThe well-being of young people in relation to their school performance has received increased attention in recent years. However, there is a lack of knowledge about the longitudinal and reciprocal relationship between adolescents’ subjective well-being and their academic achievements. The current study examined the bidirectional relationship between subjective well-being and academic achievement across two timepoints (T1 and T2) during the course of mid to late adolescence, i.e., in school year 9 (age 15), and school years 11–12 (ages 17–18). The study also investigated variation in the association as a function of adolescent gender. Data on subjective well-being and teacher-assigned school grades of 723 adolescents (48.7% girls) residing in Sweden were analyzed by estimating a series of cross-lagged path models. The findings suggest gender differences in the relationship as no associations were found among boys. Support for a bidirectional relationship between the constructs was only found for girls. For girls, higher subjective well-being at T1 was associated with higher academic achievements at T2, while higher academic achievements at T1 was associated with lower subjective well-being at T2. These findings highlight that the subjective well-being of adolescent girls may be important for their ability to perform at school, but their academic achievements may also inflict negatively on their subjective well-being.

scholarly journals Self-regulation (locomotion and assessment), well-being (subjective and psychological), and exercise behavior (frequency and intensity) in relation to high school pupils’ academic achievement

2014 ◽  
Author(s):  
Danilo Garcia ◽  
Alexander Jimmefors ◽  
Fariba Mousavi ◽  
Lillemor Adrianson ◽  
Patricia Rosenberg ◽  
...  
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Self Regulation ◽  
Well Being ◽  
Exercise Behavior ◽  
Satisfaction With Life Scale ◽  
Short Version ◽  
Subjective Well Being ◽  
Psychological Well Being ◽  
Exercise Behaviour

Background: Self-regulation is the procedure implemented by an individual striving to reach a goal and consists of two inter-related strategies: assessment and locomotion. Moreover, both subjective and psychological well-being along exercise behavior might also play a role on adolescents academic achievement. Method: Participants were 160 Swedish high school pupils (111 boys and 49 girls) with an age mean of 17.74 (sd = 1.29). We used the Assessment and Locomotion Scales to measure self-regulation; Ryff’s Psychological Well-Being Scales short version, the Temporal Satisfaction with Life Scale, and the Positive Affect and Negative Affect Schedule to measure well-being and the Archer Ratio to measure exercise behavior. Academic achievement was operationalized through pupils’ the mean value of final grades in Swedish, Mathematics, English, and Physical Education. Results: Academic achievement was positively associated to assessment, subjective well-being, and frequent/intensive exercise behaviour. Assessment was, however, negatively related to subjective well-being. Locomotion on the other hand was positively associated to subjective and psychological well-being and also to exercise behaviour. Conclusions: Here we propose a dual (in)direct approach to increase pupils’ academic achievement and well-being—locomotion being related to frequently exercising and well-being, in turn, increasing academic achievement; while assessment being directly related to higher academic achievement.

The role of conscious self-regulation, language competence and non-cognitive properties in the success of the russian language in secondary school

2020 ◽  
Author(s):  
I. N. Bondarenko ◽  
◽  
T. G. Fomina ◽  
V. I. Morosanova
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Secondary School ◽  
Self Regulation ◽  
Russian Language ◽  
Diagnostic Methods ◽  
Learning Activity ◽  
Psychological Predictors ◽  
The Russian Language

Article considers the problem of psychological predictors of the academic success in learning Russian language in secondary school. An empirical study was conducted on a sample of students from 7–9 grades (N = 286). The students were examined using a set of diagnostic methods, including Morosanova’s Self-Regulation Profile of Learning Activity Questionnaire, method of diagnostics of the learning motivation and emotional attitude to learning (A. M. Prikhozhan), «Big Five — the children’s version», two tasks assessing language competences in the areas of punctuation, spelling, morphology, syntax, semantics, vocabulary, and style (E. D. Bozhovich), and indicators of academic achievement in Russian language. An empirical model of psychological predictors of academic performance in the Russian language was constructed using the structural equation modeling method. The results demonstrate the significant impact of conscious self-regulation to academic achievement in learning Russian language. Conscientiousness itself makes a small contribution to the total year grade, but when students have high self-regulation and low anxiety, it leads to a significant increase in their academic performance. The same positive reinforcing effect is observed in achievement motivation. Language competences such as knowledge of language norms, rules and a sense of language demonstrate an independent influence on the total year grade in Russian, regardless of non-cognitive factors. The obtained results contribute to scientific ideas about the role of self-regulation and non-cognitive predictors of providing various indicators of academic achievements in the success of learning in native language at school. The data can also be used to design psychological and pedagogical interventions aimed at the development of both language competencies of students and conscious selfregulation of their learning activity.

THE SYSTEM OF PSYCHOLOGICAL PREDICTORS OF PERSISTENCE OF SUCCESSFUL AND UNSUCCESSFUL STUDENTS IN EDUCATIONAL ACTIVITIES

2020 ◽  
pp. 54-81
Author(s):  
Марат Кузнєцов ◽  
Оксана Галата ◽  
Наталія Діомідова ◽  
Тарас Жванія ◽  
Ольга Довженко
Keyword(s):  
Regression Analysis ◽  
Academic Performance ◽  
Coping Strategy ◽  
Self Regulation ◽  
Optimal Level ◽  
Educational Activity ◽  
Integral Model ◽  
Learning Activity ◽  
Academic Procrastination ◽  
Psychological Predictors

The relevance of research. The analysis of students' persistence in learning is a promising and insufficiently studied direction of volitional regulation of educational activity. The search for psychological (cognitive, emotional-volitional, motivational and personal) predictors of persistence is especially relevant (Magdalena Marszał-Wiśniewska, Ewa Jarczewska-Gerc, 2015). The formation of persistence in studies as a volitional quality of a person and a mechanism for self-regulation of activity can be considered as the goal of the efforts of counseling psychologists, psychological support workers who work with students in higher education institutions. The impacts that develop can be directed towards psychological predictors of persistence. The aim of the study is to build an integral model that would be based on reliable empirical data and would combine a system of psychological predictors of student persistence in learning. It is also important to develop variants of this model for successful and unsuccessful students. Sample and research methods. The sample - 156 people (125 women and 31 men) at the age from 17 to 26 years old - students of H.S. Skovoroda Kharkiv National Pedagogical University, Kharkiv State Academy of Physical Culture, Kharkiv Pedagogical Lyceum No. 4. Using the procedure of multiple regression analysis, the cumulative (systemic) influence of a number of factors on persistence in learning was assessed. Among them: GRIT general tenacity, alienation and burnout from learning, hardiness, coping strategies, sensitivity to feedback, Big-Five factors, dispositional optimism, academic self-regulation, procrastination and success. The results were processed both for the entire sample as a whole and separately for the groups of successful and unsuccessful students. The dependent variable in regression analysis was persistence in learning action. It was measured using the author's questionnaire by M. Kuznetsov and A. Halata (2017). Results. The greatest influence on the part of diagnosed predictors was found for a group of students with low academic performance. The smallest number of predictors was found for the group of students with high academic performance. The most influential were the cognitive predictor of persistence - sensitivity to feedback and a strong-willed predictor - persistence according to the Grit method. Lack of academic procrastination is a behavioral factor in the development of persistence among successful and unsuccessful students. A distinctive characteristic for the formation of the optimal level of persistence in the group with low academic performance was the dependence of persistence on emotional-volitional, behavioral and personal predictors. Conclusions. The most powerful predictors of learning persistence are sensitivity to feedback, emotional stability, extraversion and conscientiousness, identified regulation of learning activity and regulation by one's own motivation, high hardiness of the individual, coping strategy aimed at solving a problem. Academic procrastination, external regulation of educational activity, coping strategy "emotions", alienation and burnout from learning negatively affect academic persistence.

scholarly journals The Relationship of Subjective Well-being with Regulatory and Personality Characteristics in the Primary School Age Children

2018 ◽  
Vol 10 (2) ◽  
pp. 64-76 ◽  
Author(s):  
T.G. Fomina ◽  
O.V. Eftimova ◽  
V.I. Morosanova
Keyword(s):  
Primary School ◽  
Big Five ◽  
Self Regulation ◽  
Well Being ◽  
Educational Activity ◽  
School Age Children ◽  
Personality Factors ◽  
School Age ◽  
Subjective Well Being ◽  
Primary School Age

The study on relationship between conscious self-regulation, intrapersonal characteristics, and subjective well-being of younger schoolchildren (N = 156, age 10-11 years) made it possible to reveal and analyze significant links of the regulatory characteristics and personality factors (the Big Five model) with a cognitive parameter of subjective well-being in three spheres: family, school and self-attitude. Morosanova’s Self-Regulation Profile Questionnaire – Junior ), Russian version of the «Big Five Questionnaire – Children BFQ-C (S.B. Malykh , T.N. Tikhomirova, G.M. Vasin) » and Russian adaptation of Multidimensional Students Life Satisfaction Scale MSLSS (T.O. Gordeeva, E.N. Osin) was used. The results analysis provided for identifying significant regulatory and intrapersonal predictors of subjective well-being specific to primary school age children. The level of certain regulatory features development, as well as the general level of conscious self-regulation of educational activity proved to be significant factors of the schoolchildren subjective well-being

scholarly journals Effortful Control in Primary Schoolchildren: Links with Personality, Problem Behaviour, Academic Achievement, and Subjective Well-Being

2018 ◽  
Vol 11 (4) ◽  
pp. 2-18 ◽  
Author(s):  
Olga S. Kornienko ◽  
Evgeniya N. Petrenko ◽  
Irina V. Leto ◽  
Natalija A. Fedorova ◽  
Helena R. Slobodskaya
Keyword(s):  
Academic Achievement ◽  
Effortful Control ◽  
Well Being ◽  
Subjective Well Being ◽  
Problem Behaviour ◽  
Personality Problem ◽  
Primary Schoolchildren

scholarly journals Self-regulation (locomotion and assessment), well-being (subjective and psychological), and exercise behavior (frequency and intensity) in relation to high school pupils’ academic achievement

2014 ◽  
Author(s):  
Danilo Garcia ◽  
Alexander Jimmefors ◽  
Fariba Mousavi ◽  
Lillemor Adrianson ◽  
Patricia Rosenberg ◽  
...  
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Self Regulation ◽  
Well Being ◽  
Exercise Behavior ◽  
Satisfaction With Life Scale ◽  
Short Version ◽  
Subjective Well Being ◽  
Psychological Well Being ◽  
Exercise Behaviour

Background: Self-regulation is the procedure implemented by an individual striving to reach a goal and consists of two inter-related strategies: assessment and locomotion. Moreover, both subjective and psychological well-being along exercise behavior might also play a role on adolescents academic achievement. Method: Participants were 160 Swedish high school pupils (111 boys and 49 girls) with an age mean of 17.74 (sd = 1.29). We used the Assessment and Locomotion Scales to measure self-regulation; Ryff’s Psychological Well-Being Scales short version, the Temporal Satisfaction with Life Scale, and the Positive Affect and Negative Affect Schedule to measure well-being and the Archer Ratio to measure exercise behavior. Academic achievement was operationalized through pupils’ the mean value of final grades in Swedish, Mathematics, English, and Physical Education. Results: Academic achievement was positively associated to assessment, subjective well-being, and frequent/intensive exercise behaviour. Assessment was, however, negatively related to subjective well-being. Locomotion on the other hand was positively associated to subjective and psychological well-being and also to exercise behaviour. Conclusions: Here we propose a dual (in)direct approach to increase pupils’ academic achievement and well-being—locomotion being related to frequently exercising and well-being, in turn, increasing academic achievement; while assessment being directly related to higher academic achievement.

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