ISSN 2079-6617
eISSN 2309-9828
Typological Features of Academic Achievement Resources in Relation to Different School Engagement Profiles during Different Periods of Education

Typological Features of Academic Achievement Resources in Relation to Different School Engagement Profiles during Different Periods of Education

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Recieved: 10/10/2023

Accepted: 11/20/2023

Published: 12/10/2023

Keywords: individual-typological profiles; conscious self-regulation; school engagement; academic motivation; personality features; academic achievement

p.: 188-205

DOI: 10.11621/npj.2023.0416

Available online: 10.12.2023

To cite this article:

Potanina, A.M., Tsyganov Igor Yu., Morosanova, V.I.. Typological Features of Academic Achievement Resources in Relation to Different School Engagement Profiles during Different Periods of Education. // National Psychological Journal 2023. 4. p.188-205. doi: 10.11621/npj.2023.0416

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Issue 4, 2023

Potanina, A.M. Federal Scientific Center of Psychological and Multidisciplinary Research

Tsyganov Igor Yu. Federal Scientific Center of Psychological and Multidisciplinary Research

Morosanova, V.I. Federal Scientific Center of Psychological and Multidisciplinary Research

Abstract

Background. Presented work was carried out in the context of an individual typological approach to the analysis of psychological characteristics that ensure students’ academic achievement. Despite the large amount of data regarding the influence of school engagement on academic success, there is a lack of knowledge about the age specificity of its typological features and their connection with the psychological resources of academic performance.

Objectives. The study aimed to identify individual typological specificity of academic achievement resources depending on the profile of school engagement in different periods of study at middle and high school.

Methods. V.I. Morosanova’s “The Self-Regulation Profile of Learning Activity Questionnaire (SRPLAQ)”; “A Multidimensional School Engagement Scale” (Wang et al., 2019; Russian adaptation by Fomina, Morosanova, 2020); Russian version of Big Five Questionnaire — Children version (BFQ-C) (Malykh et al., 2015); “Academic Motivation Scale — School (AMS-S)” questionnaire (Gordeeva et al., 2017); “Attitude towards learning in middle and high school” questionnaire (Bondarenko, Tsyganov, Morosanova, 2018 modification of the “Technique for diagnostics of learning motivation and emotional attitude to learning in secondary and high school” by Andreeva, Prikhozhan, 2006). The average score in main school subjects was used as an indicator of academic achievement.

Sample. The sample consisted of 1056 students of 5–11 grades from Moscow and Kaluga (10–18 years, mean age — 13.9 years, 42.3% female).

Results. The results revealed two profiles, replicated in groups of students throughout middle and high school: “Highly engaged” and “Disengaged”. Highly engaged students, regardless of the period of education, are characterized by a high level of conscious self-regulation, a positive motivational and emotional attitude to learning, high achievement motivation, extraversion, conscientiousness and openness to experience. It is shown that in grades 5–6, academic performance in both groups is ensured by self-regulation and personality traits; in grades 7–8, attitude to learning also becomes a resource for academic achievement; and in grades 9–11, student performance is also supported by academic motivation. The performance of highly engaged students in all periods of education is supported by general level of conscious self-regulation. Meanwhile analysis of disengaged groups revealed contribution of different regulatory components to academic performance.

Conclusion. The study provides empirical data on the age specificity of the typological aspects of regulatory and personal resources of academic performance. Further studies might be aimed at analyzing changes in individual trajectories of student engagement using longitudinal data, as well as identifying factors that influence them.

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To cite this article:

Potanina, A.M., Tsyganov Igor Yu., Morosanova, V.I.. Typological Features of Academic Achievement Resources in Relation to Different School Engagement Profiles during Different Periods of Education. // National Psychological Journal 2023. 4. p.188-205. doi: 10.11621/npj.2023.0416

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