ArticlePsychology in Russia : state of the art2023
Conscious Self-Regulation as a Meta-Resource of Academic Achievement and Psychological Well-Being of Young Adolescents.
Article in Psychology in Russia : state of the art, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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Who cites it
3 citing papers in PubMed, 12 citations in OpenAlex.
- Educational Trajectories and Academic Achievement from Primary to Secondary Education: A Systematic Review of Individual, Family, School, and Contextual Factors.Behavioral sciences (Basel, Switzerland) · 2026Review
- Differential pathways from arts and creative activities to student learning and wellbeing: the roles of belonging, self-efficacy, and self-regulation.Frontiers in psychology · 2026Article
- Self-Regulation as a Mediator and Moderator Between School Stress and School Well-Being: A Multilevel Study.European journal of investigation in health, psychology and education · 2025Article
Corrections and comments
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Authors and funding
3 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: The role of conscious self-regulation in determining students' psychological well-being and academic performance is considered in the context of the fundamental problem of the regularities of young adolescents' development. Objective: To reveal the role of meta-resources of conscious self-regulation in determining young adolescents' psychological well-being and academic performance. Design: Sample: 500 students in 4th- to 6th grade (10-12) in general schools, 149 of whom participated in a three-year longitudinal study. The Self-Regulation Profile of Learning Activity and the Well-Being Manifestation scales were used. Results: Conscious self-regulation and academic performance increase significantly in fifth grade and decrease in sixth grade. On the contrary, psychological well-being is characterized by a systemic positive dynamic. A typological analysis identified the levels of psychological well-being of students growing, stable, and declining during the transition period. It was found that the general level of conscious self-regulation made a significant positive contribution and is a universal resource for students' psychological well-being and academic performance. Special regulatory resources for academic performance are described, depending on the trajectory of changes in psychological well-being. Increased well-being is determined by the regulatory competencies of Planning and Evaluation of results and its stability by Planning, Modelling, Flexibility, and Responsibility. The general level of self-regulation, regulatory competencies, Planning, Programming and Responsibility mediate in the relationship between student psychological well-being and academic performance. A longitudinal study found that self-regulation has a long-term positive effect on student psychological well-being and academic performance. Conclusion: Conscious self-regulation is a meta-resource that makes a significant contribution to both the psychological well-being and academic performance. Mediator and prognostic effects of self-regulation on these properties create a psychological basis for practical work.
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