Affiliation:
1. Psychological Institute of the Russian Academy of Education
2. Psychological Institute of the Russian Academy of Education,
Abstract
<p>The phenomenon of school engagement, considered as a stable, directed and active participation of students in educational activities and in the school life in general, is of considerable interest to researchers in the field of educational psychology. According to modern scientific concepts, engagement can be assessed through behavioral, cognitive, emotional and social manifestations. The research had its purpose to study the dynamics of school engagement in adolescents, as well as to reveal the relationship of conscious self-regulation with behavioral and cognitive components of engagement based on the longitudinal data obtained on the sample of 6-8 grade students (N=80). A separate task was to find an answer to the question of whether the conscious self-regulation can be considered as a significant predictor of changes in the behavioral and cognitive engagement of students during their study in the secondary school. Methods: "Multidimensional Scale of School Engagement"(Wang et al., 2019; Fomina, Morosanova, 2020); "The Self-Regulation Profile of Learning Activity Questionnaire — SRPLAQ" (Morosanova, Bondarenko, 2017). Statistical processing of longitudinal data (including the latent growth curve modeling) made it possible to reveal the negative dynamics of the students’ behavioral and cognitive engagement during their study in the secondary school. The data analysis allowed to describe the effects of relationship between behavioral and cognitive engagement: a higher level of cognitive engagement contributes to a less pronounced decrease in behavioral engagement. The study established positive correlations of conscious self-regulation with both cognitive and behavioral engagement. The decrease in engagement is less pronounced in adolescents with a higher level of development of conscious self-regulation.</p>
Publisher
Moscow State University of Psychology and Education
Subject
General Earth and Planetary Sciences,General Environmental Science
Reference33 articles.
1. Ishmuratova Yu.A., Potanina A.M., Bondarenko I.N. Vklad osoznannoi samoregulyatsii, vovlechennosti i motivatsii v akademicheskuyu uspevaemost' shkol'nikov v raznye periody obucheniya [Impact of Conscious Self-Regulation, Engagement and Motivation on Academic Performance of Schoolchildren During Different Periods of Study]. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2021. Vol. 26, no. 5, pp. 17—29. DOI:10.17759/pse.2021260502. (In Russ.).
2. Mitina O.V. Modelirovanie latentnykh izmenenii s pomoshch'yu strukturnykh uravnenii [Structural equations for latent curve modeling]. Eksperimental'naya psikhologiya = Experimental Psychology, 2008. Vol. 1, no. 1, pp. 131—148. (In Russ.).
3. Morosanova V.I., Bondarenko I.N. Diagnostika osoznannoi samoregulyatsii uchebnoi deyatel'nosti: novaya versiya oprosnika SSUD-M [Diagnosis of conscious self-regulation of educational activity: a new version of the SRPLAQ questionnaire]. Teoreticheskaya i eksperimental'naya psikhologiya = Тheoretical and experimental psychology, 2017. Vol. 10, no. 2, pp. 27—37. (In Russ.).
4. Morosanova V.I. Osoznannaya samoregulyatsiya kak metaresurs dostizheniya tselei i razresheniya problem zhiznedeyatel'nosti [Conscious self-regulation as a metaresource for achieving goals and solving the problems of human activity]. Vestnik Moskovskogo universiteta. Seriya 14. Psikhologiya = Moscow University Psychology Bulletin, 2021. No. 1, pp. 4—37. DOI:10.11621/vsp.2021.01.01. (In Russ.).
5. Fomina T.G., Morosanova V.I. Adaptatsiya i validizatsiya shkal oprosnika «Mnogomernaya shkala shkol'noi vovlechennosti» [Russian adaptation and validation of the “Multidimensional School Engagement Scale”]. Vestnik Moskovskogo universiteta. Seriya 14. Psikhologiya = Moscow University Psychology Bulletin, No. 3, pp. 194—213. DOI:10.11621/vsp.2020.03.09. (In Russ.).
Cited by
2 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献