Relevance. Due to the rapidly changing living conditions, self-regulation skills are the most important components of personality that allow to adapt to reality faster and organize activities in the most successful way. This becomes especially relevant for teenagers who are involved in a large number of classes and projects, in addition to their main activities at school.
Objectiveis to study the features of regulatory functions and their interrelations with various personality characteristics in adolescents engaged in scientifi c activities.
Study. The study involved 78 adolescents aged 14–17 years (Mage = 15, 96; SDage = 1.01) who were trained in the framework of the “Big Challenges” project of the SIRIUS educational Center in the direction of “Science’ in 2021. Several methods aimed at studying self-regulation, stress levels, subjective well-being and perfectionism in adolescents were chosen as diagnostic tools.
Results. It was shown that the level of self-regulation of adolescents in activity is better developed than their level of emotional self-regulation. It was also demonstrated that the level of general self-regulation in adolescents involved in science is signifi cantly interrelated with indicators of resilience and self-directed perfectionism.
Conclusion. The study confirmed the importance of studying the features of self-regulation in adolescents and revealed the need to develop practical recommendations for their development.
Sections: Psychology of Education;
Keywords: conscious self-regulation; emotional self-regulation; adolescent self-regulation; adolescent personality
Available Online 30.12.2021
Ababkov, V.A., Baryshnikova, K., Vorontsova-Venger, O.V., Gorbunov, I.A., Kapranova, S.V., Pologaeva, E.A., Stuklov, K.A. (2016). Validation of the Russian-language version of the Perceived Stress Scale-10 questionnaire. Vestnik Sankt-Peterburgskogo universiteta. Psikhologiya (Bulletin of St. Petersburg University. Psychology), 2, 6–15 (in Russ.).
Ahmadi, R., Davood, S., Nasab, H., Azemoseh, M. (2021). The effectiveness of motivational self-regulation training on academic buoyancy, resilience and academic engagement in junior high school students with low academic performance in the fifth district of Tabriz. Journal of educational sciences, 14 (53), 61–92.
Ahmed, S.P., Bittencourt-Hewitt, A., Sebastian, C.L. (2015). Neurocognitive Bases of Emotion Regulation Development in Adolescence. Developmental Cognitive Neuroscience, 15, 11–25, doi: 10.1016/j.dcn.2015.07.006.
Antilogova, L.N., Cherkevich, E.A. (2017). Self-regulation of mental states of the personality in adolescence. Vestnik Omskogo universiteta. Seriya “Psikhologiya” (Bulletin of Omsk University. Series “Psychology”), 3, 12–23 (in Russ.).
Baranova, V.A., Dubovskaya, E.M., Savina, O.O. (2020). The educational environment in the context of the COVID-19 pandemic: new security challenges. Natsional’nyy psikhologicheskiy zhurnal (National psychological journal), 3 (39), 57–65. doi: 10.11621/ npj.2020.0307 (in Russ.).
Baumeister, R.F., Vohs, K.D. (2003). Self-regulation and the executive function of the self. In M.R. Leary & J.P. Tangney (Eds.), Handbook of self and identity (pp. 197–217). The Guilford Press.
Blackwell, A.L., Yeager, D.C., Mische-Lawson, L., Bird, R.J., Cook, D.M. (2014). Teaching children self-regulation skills within the early childhood education environment: a feasibility study. Journal of Occupational Th erapy, Schools & Early Intervention, 7 (3/4), 204–224.
Burdakova, Y. (2018). Improving Student Motivation and Self-Regulation in Science and Mathematics Classes: Examining the Impact of the Learning Environment. Th esis PhD, Curtin University.
Chernov, A.V., Hashova, A.A. (2021). The relationship between the methods of self-regulation and the level of creativity of the individual // Materials of the International Youth Scientific Forum “Lomonosov-2021” In I.A. Aleshkovsky, A.V. Andriyanov, E.A. Antipov (Eds.), “MAKS Press” [Electronic resource]. URL: https://lomonosov-msu.ru/archive/Lomonosov_2021/ data/22331/124383_uid563730_report.pdf (application date 30.10.2021) (in Russ.).
Dubrovina, O.V., Bystrova, N.V. (2018). Features of the style of self-regulation of behavior of students prone to addictive behavior. Mir nauki. Pedagogika i psikhologiya (World of Science. Pedagogy and psychology), 6 (2), 72–72 (in Russ.).
Farley, J.P., Kim-Spoon, J. (2014). Th e development of adolescent self-regulation: Reviewing the role of parent, peer, friend, and romantic relationships. Journal of Adolescence, 37 (4), 433–440.
Gainanova, L.R. (2020). Features of the development of emotional intelligence in adolescence. Mezhpokolencheskie otnosheniya: sovremennyy diskurs i strategicheskie vybory v psikhologo-pedagogicheskoy nauke i praktike (Intergenerational relations: modern discourse and strategic choices in psychological and pedagogical science and practice), 1, 150-152. doi: 10.24411/9999-047A-2020- 00040 (in Russ.).
Garanyan, N.G., Nizovtsevа, A.A. (2012). The structure of the achievement motive among students with diff erent levels of perfectionism. Psikhologicheskaya nauka i obrazovanie (Psychological Science and Education), 4 (1), URL: https://psyjournals.ru/psyedu_ ru/2012/n1/50229.shtml (in Russ.)
Garnefski, N., Kraaij, V., van Etten M. (2005). Specificity of relations between adolescents’ cognitive regulation strategies and internalizing and externalizing psychopathology. Journal of Adolescents, 28, 619–631.
Garnefski, N., Baan N., Kraaij V. (2005). Psychological distress and cognitive emotion regulation strategies among farmers who fell victim to the foot-and-mouth crisis. Personality and Individual Differences, 38 (6), 1317–1327.
Gracheva, I.I. (2006). Adaptation of the methodology Multidimensional scale of perfectionism Hewitt and G. Flett. Moscow: Institute of Psychology GUGN. 27 (6), 73–81 (in Russ.).
Gross, J.J. (1998). Antecedent- and response-focused emotion regulation: Divergent consequences for experience, expression, and physiology. Journal of Personality and Social Psychology, 74 (1), 224–237.
Gross, J.J., John, O.P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of personality and social psychology, 85 (2), 348–362.
Gutsunaeva, S.V. (2015). Coping-strategies of adolescents with different levels of resilience. Mezhdunarodnyy zhurnal prikladnykh i fundamental’nykh issledovaniy International (Journal of Applied and Fundamental Research), 3 (1), 92–95 (in Russ.).
Hampel, P., Petermann, F. (2006). Perceived stress, coping, and adjustment in adolescents. Journal of Adolescent Health, 38 (4), 409–415.
Hong, E., Peng, Y., Rowell, L.L. (2009). Homework self-regulation: Grade, gender, and achievement-level differences. Learning and Individual Differences, 19 (2), 269–276. doi:10.1016/j.lindif.2008.11.009
Khlomov, K.D. Bochaver, A.A., Korneev, A.A. (2020). Coping strategies and the educational environment of adolescents. Sotsial’naya psikhologiya i obshchestvo (Social psychology and society), 11 (2), 180–199 (in Russ.).
Kljajic, K., Gaudreau, P., Franche, V. (2017). An investigation of the 2 × 2 model of perfectionism with burnout, engagement, self-regulation, and academic achievement. Learning and Individual Differences, 57, 103–113.
Krasnoryadtseva, O.M., Kabrin, V.I., Muravyova, O.I., Podoinitsina, M.A., Chuchalova, O.N. (2014). Psychological practice of diagnostics and development of self-efficacy of student youth: textbook allowance. Tomsk: TSU Publishing House (in Russ.).
Leontiev, D.A., Rasskazova, E.I. (2006 ). Vitality test. Moscow: Smysl (in Russ.).
Lytton, H. (1971). Creativity and education. London: Rotledge and Kegan.
Mammadov, S. (2020). A Comparison of Creativity-Relevant Personal Characteristics in Adolescents Across Personality Profiles. Th e Journal of Creative Behavior, 55, 294–305 doi:10.1002/jocb.451
Moffi tt, T.E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R.J., Harrington H., et al. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108 (7), 2693.
Morosanova, V.I. (2010). Self-regulation and individuality of a person. M.: Nauka. (in Russ.).
Morosanova, V.I. (2004). Self-Regulatory Behavioral Style Questionnaire (SSPM): A Guide. M: Kogito-Center. (in Russ.).
Morosanova, V.I., Bondarenko, I.N. (2015). Diagnostics of human self-regulation. University psychological education. M.: Kogito- Center. (in Russ.).
Neumann, A., van Lier, P.A.C., Gratz, K.L., Koot, H.M. (2009). Multidimensional Assessment of Emotion Regulation Difficulties in Adolescents Using the Difficulties in Emotion Regulation Scale. Assessment, 17 (1), 138–149. doi:10.1177/1073191109349579
Obach, M.S. (2003). A longitudinal-sequential study of perceived academic competence and motivational beliefs for learning among children in middle school. Educational Psychology, 23 (3), 323–338.
Osin, E.N., Leontiev, D.A. (2008). Approbation of Russian-language versions of two scales for rapid assessment of subjective well-being. In the book. Materials of the III All-Russian Sociological Congress. Moscow: Institute of Sociology RAS. Russian Society of Sociologists. (in Russ.) https://publications.hse.ru/mirror/pubs/share/folder/pjuun7fz60/direct/78753837
Pankratova, A.A., Osin E.N. (2018). Features of emotional regulation in representatives of Russian and Azerbaijani cultures. Kul’turno-istoricheskaya psikhologiya (Cultural-Historical Psychology), 14 (2), 44–52. doi: 10.17759 / chp.2018140205 (in Russ.).
Pervichko, E.I. (2014). Emotion regulation strategies: J. Gross’s procedural model and cultural-activity approach. Natsional’nyy psikhologicheskiy zhurnal (National psychological journal), 4 (16), 13–22 (in Russ.).
Potmesilova, P., Potmesil, M. (2021). Temperament and School Readiness. A Literature Review. Front Psychology, 12: 599411. doi: 10.3389/fpsyg.2021.599411
Psychology of self-regulation: Evolution of approaches and challenges of the time In Yu.P. Zinchenko, V.I. Morosanova (Eds.), (pp. 524–535). SPB.: Nestor-Istoriya, 2020 (in Russ.).
Rezapkina, G.V. Ambulance in choosing a profession. M.: Genesis, 2004.
Sergienko, E.A. (2018). Behavior control as a basis for self-regulation. Yuzhno-rossiyskiy zhurnal sotsial’nykh nauk (South-Russian Journal of Social Sciences), 4, 130–146 (in Russ.).
Shell, D.F., Soh L. (2013). Profiles of Motivated Self-Regulation in College Computer Science Courses: Differences in Major versus Required Non-Major Courses. Journal of Science Education and Technology, 22, 899–913.
Silk, J.S., Steinberg L., Morris, A.S. (2003). Adolescents’ emotion regulation in daily life: Links to depressive symptoms and problem behavior. Child Development, 74, 1869–1880.
Sirois, F.M. (2015). A self-regulation resource model of self-compassion and health behavior intentions in emerging adults. Preventive Medicine Reports, 2, 218–222.
Spielberger, Ch.D., Khanin, Yu.L. (2002). Research of anxiety. Diagnostics of emotional and moral development. SPb., 124–126 (in Russ.).
To, P-Y-L., Lo,B-C-Y., Ng, T-K., Choi, A-W-M., Wong, B-P-H. (2021). Striving to Avoid Inferiority and Procrastination among University Students: The Mediating Roles of Stress and Self-Control. International Journal of Environmental Research and Public Health, 18 (11), 5570. https://doi.org/10.3390/ijerph18115570
Umanskaya, I.A., Tikhomirova, E.V., Kamensky, P.I. (2019). Self-efficacy and coping behavior of cadet corps students. Vestnik Kostromskogo gosudarstvennogo universiteta. Seriya: Pedagogika. Psikhologiya. Sotsiokinetika (Bulletin of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics), 25 (1), 112–115 (in Russ.).
Vasilopoulos, F., Ellefson, M.R. (2021). Investigation of the associations between physical. activity, self-regulation and educational outcomesin childhood. PLoS ONE, 16(5): e0250984
Verner-Filion, J., Patrick, Gaudreau, P. (2010). From perfectionism to academic adjustment: The mediating role of achievement goals. Personality and Individual Differences, 49 (3), 181–186.
Vlasova, N.V. (2017). Features of the regulation of emotions in adolescence (on the example of pupils of a cadet boarding school). Psikhologicheskaya nauka i obrazovanie (Psychological science and education), 9 (2), 70–83 doi: 10.17759 / psyedu.2017090207 (in Russ.).
Wagner, B., Latimer, J., Adams, E., Carmichael, Olson, H., Symons, M., Mazzucchelli TG, et al. (2020). School-based intervention to address self-regulation and executive functioning in children attending primary schools in remote Australian Aboriginal communities. PLoS ONE, 15 (6): e0234895.
Zimmerman, B.J., Kitsantas A. (2002). Acquiring writing revision and self-regulatory skill through observation and emulation. Journal of Educational Psychology, 94 (4), 660–668.
Zinchenko, Yu.P., Morosanova, V.I., Kondratyuk, N.G., Fomina, T.G. (2020). Conscious Self-Regulation and Self-organization of Life during the COVID-19 Pandemic. Psychology in Russia: State of the Art, 13 (4), 168–182.
Zolotareva, A.A. (2012). Differential psychological diagnostics of perfectionism. Vestnik GUU (Bulletin GUU), 2, 279–283 (in Russ.).
Zolotareva, A.A. (2012). Perfectionism in the structure of personality self-regulation. Psikhologiya i psikhotekhnika (Psychology and psychotechnics), 42 (3), 59–68 (in Russ.).
A.A. Yakushina, M.S. Aslanova, V.V. Larina, A.N. Veraksa. (2021) Contribution of Psychological Characteristics to Self-Regulation in Adolescents Engaged in Science, National Psychological Journal, [Natsional’nyy psikhologicheskiy zhurnal], 4 (44), 15–26. doi: 10.11621/npj.2021.0402