THE STUDY OF THE SPECIFICITY OF RELATIONSHIP between YOUNG ADOLESCENTS’ CONSCIOUS SELF-REGULATION, ACADEMIC MOTIVATION AND SUBJECTIVE WELL-BEING

Abstract

Data of empirical research of interrelation of the conscious self-regulation of educational activity, personal features and academic motivation with subjective well-being of pupils of the 5th grade are presented. To examine conscious self-regulation the following methods were used: «Self-Regulation Profile of Learning Activity Questionnaire - SRPLAQ» by V.I. Morosanova Russian adaptation of Multidimensional Students Life Satisfaction Scale (MSLSS), Academic Motivation Scale for Schoolchildren (AMS-S), Russian adaptation of the “Big Five Questionnaire - Children (BFQ-C)”. The correlation analysis allowed to reveal significant connections of subjective well-being of schoolchildren with peculiarities of conscious self-regulation of educational activity, personal factors and academic motivation. Students with high subjective well-being are characterized by significantly higher rates of self-regulation, extroversion, agreeableness, conscientiousness, openness, intrinsic motivation than students with low levels.