Morosanova Varvara I, Bondarenko Irina N, Fomina Tatiana G
Psychological Institute of the Russian Academy of Education, Moscow, Russia.
Russian Academy of Education, Moscow, Russia.
Psychol Russ. 2022 Dec 30;15(4):170-187. doi: 10.11621/pir.2022.0411. eCollection 2022.
The theoretical basis of this study was the resource approach (Morosanova 2014, 2017), in which the conscious self-regulation of learning activity is understood as a meta-resource for students, allowing them to consciously and independently set learning goals and manage their achievement. This approach made it possible to create models of direct and mediate contributions of self-regulation and school engagement not only to academic performance, but also to other motivational and personal competencies.
Our study aimed to investigate the impact of conscious self-regulation, school engagement, motivation, and personality on academic achievement, while taking into account the effects of mediation.
A quantitative research design was applied, using data collected from more than 1524 students from the 5 to 11 grades in Russian schools and applying Structural Equation Modelling (SEM).
The results allowed us to construct a statistical model of predictors of students' academic achievement. The model was verified on the total sample, as well as samples differing in gender and age. The results show that conscious self-regulation is central to non-cognitive predictors of academic achievement. For the first time, a study has revealed and described the reciprocal relationship between self-regulation, academic motivation, school engagement, and academic performance. The resulting model demonstrates that behavioral and cognitive engagement make a significant contribution to academic performance, while emotional and social engagement do not find significant links with it, although they determine other areas of school life.
Our paper investigates the nature and strength of the effects of major non-cognitive predictors of academic achievement. The study results substantiated the resource role of conscious self-regulation not only for students' academic performance, but also for their academic motivation, school engagement, and attitude toward learning. The predictor model of academic achievement we developed will provide a foundation for combining existing heterogeneous concepts into a single integrated model and clarify the contradictions between them.
本研究的理论基础是资源方法（莫罗萨诺娃，2014年，2017年），在该方法中，学习活动的有意识自我调节被理解为学生的一种元资源，使他们能够有意识且独立地设定学习目标并管理自己的学业成就。这种方法不仅能够创建自我调节和学校参与对学业成绩、而且对其他动机和个人能力的直接和间接贡献模型。
我们的研究旨在调查有意识自我调节、学校参与、动机和个性对学业成就的影响，同时考虑中介效应。
采用定量研究设计，使用从俄罗斯学校5至11年级的1524多名学生收集的数据，并应用结构方程模型（SEM）。
研究结果使我们能够构建一个学生学业成就预测因素的统计模型。该模型在总样本以及性别和年龄不同的样本上得到了验证。结果表明，有意识自我调节是学业成就非认知预测因素的核心。一项研究首次揭示并描述了自我调节、学业动机、学校参与和学业成绩之间的相互关系。所得模型表明，行为和认知参与对学业成绩有显著贡献，而情感和社会参与虽决定学校生活的其他方面，但与学业成绩没有显著关联。
我们的论文研究了学业成就主要非认知预测因素的影响性质和强度。研究结果证实了有意识自我调节不仅对学生学业成绩，而且对他们的学业动机、学校参与和学习态度具有资源作用。我们开发的学业成就预测模型将为将现有的异质概念整合为一个单一的综合模型并澄清它们之间的矛盾提供基础。
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