scholarly journals Personality and Motivational Features and Conscious Self- Regulation in Early Adolescents with Different Dynamics of Psychological Well-Being

2019 ◽  
Vol 24 (4) ◽  
pp. 5-21 ◽  
Author(s):  
V.I. Morosanova ◽  
I.N. Bondarenko ◽  
T.G. Fomina
Keyword(s):  
Secondary School ◽  
Academic Motivation ◽  
Self Regulation ◽  
Well Being ◽  
Diagnostic Methods ◽  
Main Task ◽  
School Students ◽  
Psychological Well Being ◽  
Grade 5 ◽  
Learning Conditions

The article deals with the problem of the dynamics of psychological well-being of students. It is focused on the role of conscious self-regulation of learning activities in ensuring the students’ psychological well-being stability during their transition from the primary to the middle stage of the secondary school. The main task of the empirical research was to identify, on the basis of longitudinal data, the features of the conscious self-regulation in the students with different trajectories of psychological well-being. The sample of the study consisted of the secondary school students (N = 298).The first stage of the longitudinal study was carried out in grade 4, the second stage — 6—8 months later, when students moved to grade 5.All in all, 239 people (48% boys) completed the questionnaires in two points of the longitude. The students were examined using a set of diagnostic methods, including "Self-Regulation Profile Questionnaire — Junior "; “Scale of manifestations of psychological well-being of adolescents”, “Scales of academic motivation of schoolchildren”, “Big Five — the children's version”, “Methods of diagnostics of the learning motivation and emotional attitude to learning”. The study allowed to describing three trajectories of changes in the psychological well-being of students during their transition from the primary to the middle school: "Increasing", "Stable" and "Decreasing". The data analysis made it possible to identify significant differences in the students’ regulatory characteristics with regard to selected groups. There are also specific academic motivation, attitudes to learning, and the personal dispositions characterizing students with different psychological well-being trajectories. The study revealed significant influence of the conscious self-regulation development on the various manifestations of the students’ psychological well-being. The obtained results point out the significant resources of well-being for the primary school students at the next stages of schooling. They are such regulatory features as planning goals, programming actions, evaluating their results, and flexibility as the ability to make corrections when the learning conditions change.

Regulatory, motivational, and personality features of younger adolescents with positive dynamics of psychological well-being

2020 ◽  
Author(s):  
T. G. Fomina ◽  
◽  
Y. A. Ishmuratova ◽  
E. V. Filippova
Keyword(s):  
Academic Motivation ◽  
Self Regulation ◽  
Well Being ◽  
Learning Activity ◽  
Psychological Well Being ◽  
Regulatory Processes ◽  
Educational Motivation ◽  
Motivational Profile ◽  
Personality Features ◽  
Activity Questionnaire

The authors present their analysis of data obtained in the longitudinal study on the specifics of the regulatory, intrapersonal and motivational characteristics of adolescents with positive dynamics of psychological well-being. The sample consisted of the Russian schoolchildren (N = 98) examined twice with 1-year interval: in the 5th, then in the 6th grade. Diagnostics of the psychological well-being level by means of the Well-Being Manifestation Measure Scale allowed to distinguish a group of students characterized by the positive dynamics of well-being at a given period of time (N = 75). The features of self-regulation, attitudes towards learning, academic motivation, and personality characteristics of these students were then identified and described. Conscious self-regulation was assessed using Morosanova’s Self-Regulation Profile of Learning Activity Questionnaire. It was shown that self-regulation in this group of children is characterized by a harmonious profile with well-developed regulatory processes. The specifics of academic motivation were analyzed using the Scales of Academic Motivation of Schoolchildren. It was established that intrinsic motivation, despite a slight overall decrease in the level of educational motivation at this period of schooling, stably exceeds the level of ineffective external types of educational motives in the motivational profile of these children. Considering the specifics of personality traits (according to the results of the Big Five Questionnaire — Children version method) revealed that pupils with positive dynamics of psychological well-being are characterized by high values of extraversion, conscientiousness, agreeableness, and openness to experience, accompanied by the low neuroticism level. The results obtained indicate a positive trajectory of the subjective activity formation in these adolescents and their successful adaptation to the changing educational environment.

scholarly journals Psychological Well-being of Senior Secondary School Students in Relation to Gender and Academic Achievement: An Empirical Study

2021 ◽  
Vol 9 (2) ◽  
pp. 96-101
Author(s):  
Bilal Ahmad Bhat
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Secondary School Students ◽  
Sampling Technique ◽  
Well Being ◽  
Human Beings ◽  
School Students ◽  
Psychological Well Being ◽  
Senior Secondary School ◽  
Senior Secondary

India, one of the fast growing and developing nations of the world, is doing well in growth, but it is not up to the mark in some fields. In science and technology, it is doing at par with other developed nations, and markable achievements are being touched. But in health or human growth, most of the population is not clear about the importance of health and human potentials. Many portions of the population are not aware of the positive aspects of human beings that can help them to flourish. The study has been done to find the psychological well-being of academic achievement and gender. For the study, a sample of 519 senior secondary school students from different senior secondary schools of Kulgam and Anantnag districts of Kashmir valley were selected. The sample was drawn by using a multi-stage stratified sampling technique. The tools of data collection were Psychological Well-Being Scale (PWBS) developed by Dr. Devendra Singh Sisodia and Ms. Pooja Choudhary (2012) and academic achievement as the marks obtained by senior secondary school students in the board examination conducted by JKBOSE. The data obtained from these students were then analyzed using appropriate statistical techniques with the help of SPSS version 22. The paper also makes some suggestions, keeping the findings of the study in mind to enhance the psychological well-being of our budding human resource.

Dynamics of regulatory and personality features in junior schoolchildren with decreased psychological well-being (longitudinal data)

2020 ◽  
Author(s):  
I. N. Bondarenko ◽  
A. M. Potanina ◽  
I. Yu Tsyganov
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Academic Motivation ◽  
Negative Impact ◽  
Self Regulation ◽  
Well Being ◽  
Regulatory Process ◽  
Psychological Well Being ◽  
Traditional Concept ◽  
Analysis Of Dynamics

The article presents the results of longitudinal analysis of dynamics of regulatory, personal, motivational characteristics and academic success in students with decline of psychological well-being during the transition from grade 5 to 6. A group of 6th graders whose psychological well-being significantly decreased in comparison with the 5th grade (N = 26) was identified. We compared of indicators of conscious self-regulation (V. I. Morosanova), personal properties (Big 5), attitude to learning (A. M. Prihozhan) and academic motivation (T. O. Gordeeva) with a time difference of one year. The results show the maintenance of the level of academic performance against the sharp decline in almost all regulatory, personal, motivational and emotional indicators. We identified two indicators which serve as a resource for maintaining the academic success of the respondents: Neuroticism and regulatory process of Modelling. In contrast to traditional concept of its negative impact it was shown that Neuroticism was almost the only factor supporting academic performance at that age. A particularly significant result is the discovery of a «sensitive» age for the development of the regulatory process of Modelling, which is responsible for the ability to set and perform complex tasks, not to be afraid of new non-standard situations, and find solutions in «hopeless» stressful situations.

scholarly journals Influence of Home Environment on Adolescent Psychological Well-being

2014 ◽  
Vol 2 (1) ◽  
Author(s):  
Jeny Rapheal ◽  
Deepa. K Damodaran ◽  
Varghese Paul. K
Keyword(s):  
Secondary School ◽  
Home Environment ◽  
Predictive Power ◽  
Interpersonal Relationship ◽  
Well Being ◽  
Demographic Variables ◽  
Interpersonal Relation ◽  
School Students ◽  
Psychological Well Being ◽  
Kerala State

To analyze the pattern in which home environment affected various aspects of psychological well-being of adolescents,153 higher secondary school students were selected  randomly from five schools of Kerala state. Data collected using psychological well-being scale and home environment inventory, on analysis, revealed significant correlations between the subscales of both measurements. As per multiple regressions, negative HE mainly affected the “interpersonal-relation” and “sociability” levels of adolescents. Disciplinary variables showed significant predictive power in “satisfaction”, “sociability”, and “interpersonal relationship” aspects of psychological well-being. Meanwhile, Positive HE variables exhibited significant predictive power in all the five aspects of psychological well-being. Demographic variables hadn’t any significant effect on psychological well-being. Counselors, parents, teachers and other caretakers will be benefitted from these revelations about the subtle environmental pathways into the psychological well-being of adolescents.

scholarly journals Features of Psychological Well-being Structure in Secondary School Students and Students from Different Areas of Vocational Training

2015 ◽  
Vol 20 (2) ◽  
pp. 63-69 ◽  
Author(s):  
M.V. Buchatskaya ◽  
M.V. Kapranova
Keyword(s):  
Secondary School ◽  
Vocational Training ◽  
Professional Competence ◽  
Empirical Studies ◽  
Well Being ◽  
Structural Features ◽  
School Students ◽  
Psychological Well Being ◽  
Municipal Management ◽  
Training State

We raise the problem of generating a differential approach to the construction of psychological programs facilitating students depending on the direction of their training. We reveal that a significant criterion for professional competence of the future professional is his psychological well-being, which structure allows to estimate the potential psychological and pedagogical assistance. The results of empirical studies of the structure of psychological well-being (with the use of C.D. Ryff Scales of Psychological Well-Being) based on the diagnostic sample of 300 people: students of universities and colleges, students enrolled in the areas of training “State and municipal management” and “Psychology”. The results reveal the structural features of the psychological well-being as subjective integral index in each group of students and allow them to be regarded as a differential criterion of optimization of educational resources.

scholarly journals A Study of Emotional Intelligence, Experienced Bullying and Psychological Well-Being among Secondary School Students from Boarding Schools

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Neha Kulkarni ◽  
Dr Sairaj Patki
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Secondary School Students ◽  
Well Being ◽  
Boarding Schools ◽  
Female Students ◽  
Male Students ◽  
School Students ◽  
Minimum Period ◽  
Psychological Well Being

The research was conducted to study the differences between male and female Secondary school students on the aspects of emotional intelligence, psychological Well-being and experienced bullying from boarding schools. The sample was collected from two boarding schools. The sample size was 84, with 47 male students and 37 female students .The students selected had studied in the particular school for a minimum period of three years. The tools selected for data collection were Emotional Intelligence Test by Ekta Sharma, Psychological well-being index by Harold Dupuy and Multidimensional peer victimization scale by Stephen Joseph. The scores for central tendency were obtained by calculating mean, SD, skewness and kurtosis. The scores were not normally distributed. No significant gender differences were observed. Emotional intelligence was found to be positively correlated with psychological well-being and Experienced Bullying was found to be negatively correlated with well-being.

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