文章基本信息

标题：Specifics of relationship between conscious self-regulation, subjective well-being, and academic achievement of primary schoolchildren
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作者：Fomina T.G. ; Morosanova V.I.
期刊名称：Experimental Psychology (Russia)
印刷版ISSN：2072-7593
电子版ISSN：2311-7036
出版年度：2019
卷号：12
期号：3
页码：164-175
DOI：10.17759/exppsy.2019120313
出版社：Moscow State University of Psychology and Education
摘要：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.
关键词：conscious self-regulation; subjective well-being; academic achievement