Morosanova Varvara I, Fomina Tatiana G, Bondarenko Irina N
Psychological Institute of the Russian Academy of Education, Moscow, Russia.
Psychol Russ. 2021 Sep 15;14(3):34-49. doi: 10.11621/pir.2021.0303. eCollection 2021.
Recently, research on psychological well-being and its dynamics and predictors in adolescence, has gained special attention, due to the importance of well-being for mental and physical health, as well as for success in different activities. Self-regulation (SR) is considered a significant resource for maintaining psychological and school-related subjective well-being.
The purpose of our study was to identify the role of conscious SR in maintaining pupils' satisfaction with school life, and to assess the contribution of conscious SR to the development of psychological well-being in adolescence.
Two three-year longitudinal studies were carried out on samples of young adolescents in Russian schools (N = 148; N = 132; 10-13 years). The studies utilized methods for assessing conscious SR, psychological well-being (PWB), and school-related subjective well-being (SWB), the latter being the cognitive component of life satisfaction.
Our research revealed differences in the dynamics of PWB and SWB levels in adolescents during their transition from primary to basic secondary school. It also identified the specifics of longitudinal relationships between conscious SR, PWB, and SWB in adolescence. We showed that there was a reciprocal relationship between them. However, the most significant cross-longitudinal effects were established between SR and school-related SWB. These effects changed over time: at the beginning, well-being acted as a significant factor of self-regulation, while later self-regulation acted as a significant resource for maintaining adolescent well-being in the subsequent years.
School-related SWB is characterized by the most pronounced trajectory of change, while PWB is characterized by greater stability and insignificant growth. Our three-year longitudinal study demonstrated that the link between self-regulation and well-being is consistently reproduced. Conscious self-regulation is a significant resource for both the psychological and school subjective well-being of adolescents.
最近，由于幸福感对身心健康以及在不同活动中取得成功的重要性，关于青少年心理幸福感及其动态变化和预测因素的研究受到了特别关注。自我调节（SR）被认为是维持心理和与学校相关的主观幸福感的重要资源。
我们研究的目的是确定有意识的自我调节在维持学生对学校生活满意度方面的作用，并评估有意识的自我调节对青少年心理幸福感发展的贡献。
对俄罗斯学校的青少年样本（N = 148；N = 132；10 - 13岁）进行了两项为期三年的纵向研究。研究采用了评估有意识的自我调节、心理幸福感（PWB）和与学校相关的主观幸福感（SWB）的方法，后者是生活满意度的认知成分。
我们的研究揭示了青少年从小学过渡到初中期间心理幸福感和主观幸福感水平动态变化的差异。它还确定了青少年时期有意识的自我调节、心理幸福感和主观幸福感之间纵向关系的特点。我们表明它们之间存在相互关系。然而，自我调节与与学校相关的主观幸福感之间建立了最显著的交叉纵向效应。这些效应随时间而变化：开始时，幸福感是自我调节的重要因素，而后来自我调节成为维持青少年随后几年幸福感的重要资源。
与学校相关的主观幸福感的特点是变化轨迹最为明显，而心理幸福感的特点是稳定性更高且增长不显著。我们为期三年的纵向研究表明自我调节与幸福感之间的联系始终存在。有意识的自我调节是青少年心理和学校主观幸福感的重要资源。
