Problems of the relationship between school involvement and academic achievements in modern teenagers

Abstract

The article focuses on the current problem of school involvement as a predictor of high academic performance. It is based on the data of international studies, which underlie the presented analysis of the factors that support and weaken this involvement. The special thing about the study is the analysis of the age specificity of engagement, which is still in the process of its evolvement, and also attention to the difficulties of Generation Z adolescents, who are especially vulnerable in the situation of the coronavirus epidemic due to high personal anxiety. Two leading approaches to school involvement are reviewed: The North American model by Fredricks et al. (2004) and the European Approach by Schaufeli et al. (2002). Insufficient knowledge of the cognitive aspect of involvement was revealed in terms of the development of conscious self-regulation and resilience, which are resources for overcoming difficulties in learning and overcoming stressful situations. A theoretical model is proposed concerning the relationship between school involvement and academic performance with factors that support and hinder involvement. The model will allow us to study the specifics of the causal relationships between the constructs under study, analyze the age aspect of the formation of involvement, and offer predictive models of the efficiency of school involvement in predicting academic achievement.