Экспериментальная психология (Jul 2024)
Regulatory and Personal Academic Performance Resources of Students with Different School Engagement Profiles
Abstract
The aim of this study was to enhance understanding of the role of conscious self-regulation as a non-cognitive predictor of academic achievement in student populations with varying levels of school engagement. The sample group analyzed consisted of 1056 secondary school students, encompassing grades 5-11 (M=13.9; SD=1.9). Four key factors were assessed in the study: school engagement, conscious self-regulation, personal properties (using the Big Five model), anxiety, and academic motivation. The analysis revealed the significance of conscious self-regulation as a meta-resource for enhancing academic performance.SEM models were developed to explore regulatory and personal resources relevant to academic performance, revealing the role of conscious self-regulation as a meta-resource for enhancing academic achievement and reducing school-related anxiety in students with varying levels of school engagement. The engagement components were found to mediate the impact of personal and motivational resources on academic performance. Conscious self-regulation consistently exhibits a positive effect among all individual-typological groups. Understanding the intricate network of direct and mediated influences of self-regulation and engagement on academic performance can provide a foundation for creating curricula that facilitate optimal learning outcomes.