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 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.

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.

Conscious self-regulation in the system «frustration — aggression»

2020 ◽  
Author(s):  
T. N. Banshchikova ◽  
Keyword(s):  
Significant Contribution ◽  
Self Regulation ◽  
Structural Equations ◽  
Educational Activity ◽  
Regulatory Mechanisms ◽  
Psychological Predictors ◽  
Internal Factors ◽  
System A ◽  
Standard Mode

The article presents the results of an empirical study of the role of conscious self-regulation in the “frustration — aggression” system. A sample of teachers (N = 247) collected data on conscious self-regulation (questionnaire Selfregulation style of educational activity), the level of aggressiveness (Bass-Darki questionnaire), the level of social frustration (Wasserman questionnaire, etc.) ... The place of frustration among external and internal factors causing aggression has been determined; the structure of the connection between conscious self-regulation and aggression has been established. An empirical model of psychological predictors of aggression was constructed using the method of modeling by structural equations. The results demonstrate a significant contribution of conscious self-regulation to the “frustration — aggression” system. Conscious self-regulation acts as a resource for reducing the likelihood of aggressive manifestations at the stage of evaluating the results, when it becomes necessary to assess the situation caused, to search for a new meaning in achieving the goal. The developed ability to assess the results in a standard mode allows you to compensate for some personality traits. The regulatory and personal properties of independence and flexibility act as a kind of guides in the “frustration — aggression” system in cases where the effectiveness of achieving the goal is threatened. The results obtained make it possible to deepen the understanding of the resource role of regulatory mechanisms in conditions of frustration.

scholarly journals Model of the Relationship between Executive Functions, Conscious Self-Regulation, and the Success of Learning Russian in Middle School

2021 ◽  
Vol 14 (4) ◽  
pp. 108-122
Author(s):  
V.I. Morosanova ◽  
I.N. Bondarenko ◽  
T.G. Fomina
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Executive Functions ◽  
Fluid Intelligence ◽  
Self Regulation ◽  
Russian Language ◽  
Learning Activity ◽  
Diagnostic Complex ◽  
Language Competencies ◽  
The Russian Language

The purpose of this study is to study the contribution of multi-level regulatory characteristics (components of conscious self-regulation and executive functions) to the success of mastering the Russian language as a school discipline. The study sample consisted of students aged 13-15 years (N=286): 7th graders (N=147, average age 13±0.5 years) and 9th graders (N=139, average age 15 ± 0.5 years), 50.3% girls. Conscious self-regulation we evaluated using the V. I. method. Morosanova “Style of self-regulation of learning activity (SRPLAQ-M 52)”, executive functions — a computerized diagnostic complex. The study also assessed fluid intelligence, language competencies, and academic performance in the Russian language in the form of final marks. Structural modeling allowed us to build a model that showed that regulatory characteristics indirectly contribute to academic performance through intelligence. In turn, executive functions (switching accuracy, updating working memory, suppression of interference) make a significant contribution to mastering language competencies (spelling, punctuation, vocabulary, and others) and influence academic success through a conscious level of self-regulation. The results showed that the regulatory features as goal planning, modeling of conditions significant for achieving goals, evaluation of the results obtained, as well as regulatory flexibility and initiative, manifested in the independent goal setting and organization of its achievement, are of the greatest importance for mastering the native language in secondary school.

Regulatory and personal resources in predicting student’s success and reliability of actions at the final exam: structural modeling

2020 ◽  
Author(s):  
T. G. Fomina ◽  
◽  
E. V. Filippova ◽  
V. I. Morosanova
Keyword(s):  
Test Anxiety ◽  
Methodological Approach ◽  
Self Regulation ◽  
Structural Modeling ◽  
Educational Activity ◽  
Learning Activity ◽  
General Level ◽  
Final Exam ◽  
Eysenck Personality Inventory ◽  
The Impact

The article presents the results of an empirical study of the role of conscious self-regulation as a significant resource for the successful completion of final exams by Russian students. As a methodological approach to the study of self-regulation of educational activity used the concept of V. I. Morosanova. Methods: «Self-Regulation Profile of Learning Activity Questionnaire» — SRPLAQ (2015); Spilberger’s «Test Anxiety Inventory» — TAI, Russian adaptation, 2004; Eysenck personality inventory, Russian adaptation, 2000. The study also took into account the students’ results of the Unified State Exam in mathematics on a sample of students in eleventh grade (N = 231). The reliability of student actions was calculated. The results of structural modeling are analyzed, during which an empirical model of regulatory and personality predictors of the success and reliability of students’ exam outcomes in mathematics is tested. By the obtained model, the reliability of exam results is primarily associated with the reliability of self-regulation, and the test anxiety of students. At the same time, a successful exam result is determined by the general level of conscious self-regulation of learning activity and a low level of test anxiety. Extraversion affects success and reliability indirectly — through self-regulation and anxiety. The hypotheses are confirmed that conscious self-regulation acts as a system-forming factor in the system of significant non-cognitive predictors of success and reliability of students in examination testing situations. Regulatory characteristics make it possible to compensate and overcome some limitations of personal temperamental characteristics and mediate the impact of test anxiety on exam results.

Predictors of College Success: A Comparison of Traditional and Nontraditional Age Students

NASPA Journal ◽  
2000 ◽  
Vol 38 (1) ◽  
Author(s):  
Tam M. Spitzer
Keyword(s):  
Social Support ◽  
Academic Performance ◽  
Career Development ◽  
Nontraditional Students ◽  
College Success ◽  
Self Regulation ◽  
Full Time ◽  
Academic Efficacy ◽  
Career Decidedness ◽  
Traditional Age

Traditional (age 23 and under) and nontraditional (age 25 and over) full-time undergraduates were assessed on five personal dimensions, two learning dimensions, and two collegiate goals (GPA and career decidedness). Multiple regression assessed which dimensions predicted the two collegiate goals. Significant predictors were generally the same for both traditional and nontraditional students. Academic efficacy, self-regulation, and social support were positive predictors of GPA. Career decisionmaking self-efficacy and social support were positive predictors of career decidedness. Nontraditional students and females had higher GPAs and greater decidedness. Academic performance and career development were seen as concurrent but largely separate processes.

Learning Goal Orientation and Academic Performance: A Dynamic model

2021 ◽  
pp. 106907272110434
Author(s):  
Bingjie Lu ◽  
Yingxin Deng ◽  
Xiang Yao ◽  
Zhe Li
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Self Regulation ◽  
Regulation System ◽  
Feedback Seeking ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Academic Self Efficacy

Drawing on the reciprocal determinism of self-regulation system, a process-based model is used to examine the relationship of learning goal orientation (LGO) among university students with their academic performance, via reciprocal relationships between initial status and change trajectories in academic self-efficacy and feedback-seeking behaviors. A longitudinal study of 316 Chinese university students throughout their first year in college reveals that students who have high LGO in their first month after entering the university generally have higher academic self-efficacy and seek more feedback. Moreover, initial levels of feedback seeking are positively related to academic performance via linear change in academic self-efficacy over time. Limitations of the study and practical implications are discussed.

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