ISSN 2079-6617
eISSN 2309-9828
Conscious Self-Regulation as a Metaresource for Achieving Learning Goals and Maintaining School Engagement

Conscious Self-Regulation as a Metaresource for Achieving Learning Goals and Maintaining School Engagement

PDF (Rus)

Recieved: 04/05/2025

Accepted: 12/02/2025

Published: 12/20/2025

Keywords: conscious self-regulation; school engagement; academic achievement; resource approach; individual typological approach

Pages: 133-145

DOI: 10.11621/npj.2026.0111

Available online: 19.12.2025

To cite this article:

Morosanova, V.I., Fomina, T.G., Bondarenko, I.N., Potanina, A.M. (2026). Conscious Self-Regulation as a Metaresource for Achieving Learning Goals and Maintaining School Engagement. National Psychological Journal, 21(1) , 133-145. https://doi.org/10.11621/npj.2026.0111

Copied to Clipboard

Copy
Issue 1, 2026

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

Fomina, T.G. Federal Scientific Center of Psychological and Multidisciplinary Research

Bondarenko, I.N. Federal Scientific Center of Psychological and Multidisciplinary Research

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

Abstract

Background. The problem of school engagement remains relevant due to its high importance in ensuring academic success, developing the skills, knowledge, and social capital necessary for adolescents in their successful transition into adulthood.

Objectives. The presented article summarises the results of empirical studies concerning the problem of differential foundations of conscious self-regulation and school engagement as resources for academic performance in middle and high school.

Study Participants. The empirical studies were carried out on large-scale cross-sectional (more than 1000 students) and longitudinal (more than 200 students) samples using modern valid and reliable instruments.

Methods. The research methodology included the comprehensive application of the resource and differential-typological approaches to analyse the meta-resource role of conscious self-regulation in relation to the differential features of the school engagement within the multifactorial system of psychological resources to students’ academic success.

Results. The results of the conducted studies convincingly demonstrate the prognostic and resource role of conscious self-regulation both in the establishment of the school engagement profile, and in ensuring individual-typological trajectories of engagement during critical periods of schooling. The features of the relationship between subjective well-being, conscious self-regulation and school engagement in secondary school students were revealed. For the first time, regulatory mechanisms for maintaining school engagement in students of different age are shown.

Conclusions. The obtained results contribute to the development of scientific ideas about the meta-resource role of conscious self-regulation. The practical significance of the results is substantiated. The results can be applied in the development of individual educational trajectories that take into account the typological characteristics of students, which will optimise educational activities and increase their effectiveness in different periods of school education.

References

Andreeva, A.D., Prikhozhan, A.M. (2006). Methods of diagnostics of learning motivation and emotional attitude to learning in middle and high school. Psikhologicheskaya diagnostika = Psychological Diagnostics, (1), 33–38. (In Russ.)

Bae, C.L., DeBusk-Lane, M. (2019). Middle school engagement profiles: Implications for motivation and achievement in science. Learning and Individual Differences, 74, 101753. URL: https://www.sciencedirect.com/science/article/abs/pii/S1041608019300810?via%3Dihub (accessed: 06.11.2025).

Bondarenko I.N., Fomina T.G., Morosanova V.I. (2024). Regulatory and Personal Academic Performance Resources of Students with Different School Engagement Profiles. Experimental Psychology, 17(2), 98–112. (In Russ.). https://doi.org/10.17759/exppsy.2024170206

Bondarenko, I.N., Ishmuratova, Y.A., Tsyganov, I.Y. (2020). Problems of the relationship be-tween school involvement and academic achievements in modern teenagers. Journal of Modern Foreign Psychology, 9(4), 77–88. (In Russ.). https://doi.org/10.17759/jmfp.2020090407

Bondarenko, I.N., Tsyganov, I.Yu., Morosanova, V.I. (2018). Factor structure of the “Attitude to learning in middle and high school” questionnaire. In: E.I. Gorbacheva, E.Yu. Savin, K.V. Kabanov, O.N. Bakurova, (eds.). Personality, intelligence and metacognitions: theoretical approaches and educational practices. (pp. 3–9). Kaluga: ACF Politop Publ. (In Russ.)

Bondarenko, I.N., Tsyganov, I.Yu., Morosanova, V.I. (2022). The Role of Conscious Self-Regulation in the Dynamics of Cognitive Activity and Cognitive Engagement of Students during the Transition from Secondary to High School: A Longitudinal Study. Lomonosov Psychology Journal, (4), 200–224. (In Russ.). https://doi.org/10.11621/vsp.2022.04.09

Dai, W., Li, Z., Jia, N. (2022). Self-regulated learning, online mathematics learning engagement, and perceived academic control among Chinese junior high school students during the COVID-19 pandemic: A latent profile analysis and mediation analysis. Frontiers in Psychology, 13, 1042843. URL: https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.1042843/full (accessed: 06.11.2025).

Estévez, I., Rodríguez-Llorente, C., Piñeiro, I., González-Suárez, R., Valle, A. (2021). School engagement, academic achievement, and self-regulated learning. Sustainability, 13(6), 3011. URL: https://www.mdpi.com/2071-1050/13/6/3011 (accessed: 06.11.2025).

Fomina T.G., Morosanova V.I. (2020). Russian adaptation and validation of the “Multidimensional School Engagement Scale”. Lomonosov Psychology Journal, (3), 194–213. (In Russ.). https://doi.org/10.11621/vsp.2020.03.09

Fomina, T.G., Bondarenko, I.N., Morosanova, V.I. (2023). Conscious self-regulation, school engagement and academic performance in adolescents: Differential psychological aspect. RUDN Journal of Psychology and Pedagogics, 20(3), 560–577. (In Russ.). http://doi.org/10.22363/2313-1683-2023-20-3-560-577

Fomina, T.G., Filippova, E.V., Burmistrova-Savenkova, A.V., Morosanova, V.I. (2024a). Stress in the Educational Environment and its Impact on Academic Success and Psychological Wellbeing of Students. National Psychological Journal, (4), 148–160. (In Russ.). https://doi.org/10.11621/npj.2024.0410

Fomina, T.G., Filippova, E.V., Morosanova, V.I. (2021). Longitudinal study of the relationship between conscious self-regulation, school engagement and student academic achievement. Psychological Science and Education, 26(5), 30–42. (In Russ.). https://doi.org/10.17759/pse.2021260503

Fomina, T.G., Filippova, E.V., Morosanova, V.I. (2024b). Conscious Self-regulation and School Engagement as Resources for Students’ Subjective Well-being. Psychological-Educational Studies, 16(3), 156–173. (In Russ.). https://doi.org/10.17759/psyedu.2024160310

Fomina, T.G., Potanina, A.M., Morosanova, V.I. (2020). The Relationship Between School Engagement and Conscious Self-regulation of Learning Activity: The Current State of the Problem and Research Perspectives in Russia and Abroad. RUDN Journal of Psychology and Pedagogics, 17(3), 390–411. (In Russ.). https://doi.org/10.22363/2313-1683-2020-17-3-390-411

Fomina, T.G., Potanina, A.M., Morosanova, V.I. (2021). Mediation Effects of Self-Regulation in the Relationship between School Engagement and Academic Success of Students of Different Ages. Psychology. Journal of the Higher School of Economics, 19(4), 835–846. (In Russ.). https://doi.org/10.17323/1813-8918-2022-4-835-846

Fredricks, J.A., Blumenfeld, P.C., Paris, A.H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/0034654307400105

Fredricks, J.A., Ye, F., Wang, M.T., Brauer, S. (2019). Profiles of school disengagement: Not all disengaged students are alike. In: J.A. Fredricks, A.L. Reschly, S.L. Christenson, (eds.). Handbook of student engagement interventions. (pp. 31–43). New York: Academic Press.

Froiland, J.M., Worrell, F.C., Oh, H. (2019). Teacher–student relationships, psychological need satisfaction, and happiness among diverse students. Psychology in the Schools, 56(5), 856–870. https://doi.org/10.1002/pits.22245

Gordeeva, T.O., Sychev, O.A., Gizhickii, V.V., Gavrichenkova, T.K. (2017). Intrinsic and extrinsic academic motivation scale for schoolchildren. Psychological Science and Education, 22(2), 65–74. (In Russ.)

Lei, H., Cui, Y., Zhou, W. (2018). Relationships between student engagement and academic achievement: A meta-analysis. Social Behavior and Personality: an International Journal, 46(3), 517–528. https://doi.org/10.2224/sbp.7054

Li, L., Valiente, C., Eisenberg, N., Spinrad, T.L., Johns, S.K. et al. (2022). Longitudinal relations between behavioral engagement and academic achievement: The moderating roles of socio-economic status and early achievement. Journal of School Psychology, 94, 15–27. https://doi.org/10.1016/j.jsp.2022.08.001

Li, X., Duan, S., Liu, H. (2023). Unveiling the predictive effect of students’ perceived EFL teacher support on academic achievement: The mediating role of academic buoyancy. Sustainability, 15(13), 10205. URL: https://www.mdpi.com/2071-1050/15/13/10205 (accessed: 06.11.2025).

Linden, B., Stuart, H. (2020). Post-secondary stress and mental well-being: A scoping review of the academic literature. Canadian Journal of Community Mental Health, 39(1), 1–32. https://doi.org/10.7870/cjcmh-2020-002

Lunkina, M.V., Gordeeva, T.O., Diryugina, E.G., Pshenichnyuk, D.V. (2023). Teaching Quality as Predictor of Student Engagement, Well-Being and Performance. RUDN Journal of Psychology and Pedagogics, 20(3), 628–649. (In Russ.). https://doi.org/10.22363/2313-1683-2023-20-3-628-649

Magnusson, D., Stattin, H. (2006). The person in context: a holistic-interactionistic approach. In: W. Damon, R.M. Lerner, (eds.). Handbook of child psychology. (pp. 400–465). New York: John Wiley & Sons Publ.

Malykh, S.B., Tikhomirova, T.N., Vasin, G.M. (2015). Adaptation of the Russian version of the “Big Five Questionnaire — Children (BFQ-C)”. Theoretical and Experimental Psychology, 8(4), 6–12. (In Russ.)

Morin, A.J., Meyer, J.P., Creusier, J., Biétry, F. (2016). Multiple-group analysis of similarity in latent profile solutions. Organizational Research Methods, 19(2), 231–254. https://doi.org/10.1177/1094428115621148

Morosanova, V.I. (2021). Conscious self-regulation as a meta-resource for achieving goals and solving the problems of human activity. Lomonosov Psychology Journal, (1), 3–37. (In Russ.). https://doi.org/10.11621/vsp.2021.01.01

Morosanova, V.I. (2022). Psychology of conscious self-regulation: from origins to modern research. Theoretical and Experimental Psychology, 15(3), 57–82. (In Russ.). https://doi.org/10.24412/2073-0861-2022-3-57-82

Morosanova, V.I., Bondarenko, I.N. (2017). Diagnostics of conscious self-regulation of educational activity: a new version of the SPLAQ-M questionnaire. Theoretical and Experimental Psychology, 10(2), 27–37. (In Russ.)

Morosanova, V.I., Bondarenko, I.N., Fomina, T.G. (2022). Conscious Self-regulation, Motivational Factors, and Personality Traits as Predictors of Students’ Academic Performance: A Linear Empirical Model. Psychology in Russia: State of the Art, 15(4), 170–187. https://doi.org/10.11621/pir.2022.0411

Morosanova, V.I., Bondarenko, I.N., Fomina, T.G. (2022). Conscious self-regulation, motivational factors, and personality traits as predictors of students’ academic performance: a linear empirical model. Psychology in Russia: State of the Art, 15(4), 170–187. https://doi.org/10.11621/pir.2022.0411

Morosanova, V.I., Fomina, T.G., Bondarenko, I.N. (2023). Conscious self-regulation as a Meta-resource of academic achievement and psychological well-being of young adolescents. Psychology in Russia: State of the Art, 16(3), 168–188. https://doi.org/10.11621/pir.2023.0312

Morosanova, V.I., Fomina, T.G., Bondarenko, I.N. (2023). Conscious self-regulation as a Meta-resource of academic achievement and psychological well-being of young adolescents. Psychology in Russia: State of the Art, 16(3), 168–188. https://doi.org/10.11621/pir.2023.0312

Nylund-Gibson, K., Garber, A.C., Carter, D.B., Chan, M., Arch, D.A. et al. (2023). Ten frequently asked questions about latent transition analysis. Psychological Methods, 28(2), 284–300. https://doi.org/10.1037/met0000486

Peng, X., Sun, X., He, Z. (2022). Influence mechanism of teacher support and parent support on the academic achievement of secondary vocational students. Frontiers in Psychology, 13, 863740. URL: https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.863740/full (accessed: 06.11.2025).

Potanina, A.M., Morosanova, V.I. (2023b). Differential aspects of regulatory and personality resources of students with different profiles of school engagement. Theoretical and Experimental Psychology, 16(4), 218–239. (In Russ.). https://doi.org/10.11621/TEP-23-37

Potanina, A.M., Morosanova, V.I. (2023а). Psychological Resources of Adolescents’ Achievement: Differential Aspects. Psikhologopedagogicheskie issledovaniya = Psychological-Educational Studies, 15(3), 6–22. (In Russ.). https://doi.org/10.17759/psyedu.2023150301

Potanina, A.M., Tsyganov, I.Yu., Morosanova, V.I. (2023). Typological Features of Academic Achievement Resources in Relation to Different School Engagement Profiles during Different Periods of Education. National Psychological Journal, 18(4), 188–205. (In Russ.). https://doi.org/10.11621/npj.2023.0416

Ren, X., Jing, B., Li, H., Wu, C. (2022). The impact of perceived teacher support on Chinese junior high school students’ academic self-efficacy: The mediating roles of achievement goals and academic emotions. Frontiers in Psychology, 13, 1028722. URL: https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.1028722/full (accessed: 06.11.2025).

Robson, D.A., Allen, M.S., Howard, S.J. (2020). Self-regulation in childhood as a predictor of future outcomes: A meta-analytic review. Psychological Bulletin, 146(4), 324–354. https://doi.org/10.1037/bul0000227

Rodríguez, S., González-Suárez, R., Vieites, T., Piñeiro, I., Díaz-Freire, F.M. (2022). Self-regulation and students well-being: A systematic review 2010–2020. Sustainability, 14(4), 2346. URL: https://www.mdpi.com/2071-1050/14/4/2346 (accessed: 06.11.2025).

Salmela-Aro, K., Tang, X., Symonds, J., Upadyaya, K. (2021). Student engagement in adolescence: A scoping review of longitudinal studies 2010–2020. Journal of Research on Adolescence, 31(2), 256–272. https://doi.org/10.1111/jora.12619

Spurk, D., Hirschi, A., Wang, M., Valero, D., Kauffeld, S. (2020). Latent profile analysis: A review and “how to” guide of its application within vocational behavior research. Journal of Vocational Behavior, 120, 103445. URL: https://www.sciencedirect.com/science/article/pii/S0001879120300701?via%3Dihub (accessed: 06.11.2025).

Stefansson, K.K., Gestsdottir, S., Birgisdottir, F., Lerner, R.M. (2018). School engagement and intentional self-regulation: A reciprocal relation in adolescence. Journal of Adolescence, 64, 23–33. https://doi.org/10.1016/j.adolescence.2018.01.005

Sychev, O.A., Gordeeva, T.O., Lunkina, M.V., Osin, E.N., Sidneva, A.N. (2018). Multidimensional Students’ Life Satisfaction Scale. Psychological Science and Education, 23(6), 5–15. (In Russ.). https://doi.org/10.17759/pse.2018230601

Tao, Y., Meng, Y., Gao, Z., Yang, X. (2022). Perceived teacher support, student engagement, and academic achievement: A meta-analysis. Educational Psychology, 42(4), 401–420. https://doi.org/10.1080/01443410.2022.2033168

van Rooij, E.C., Jansen, E.P., van de Grift, W.J. (2017). Secondary school students’ engagement profiles and their relationship with academic adjustment and achievement in university. Learning and Individual Differences, 54, 9–19. https://doi.org/10.1016/j.lindif.2017.01.004

Verbitskaya, L.A., Zinchenko, Yu.P., Malykh, S.B., Tikhomirova, T.N. (2017). Cognitive foundations of success in learning the Russian language: a cross-cultural study. Voprosy Psikhologii, (1), 26–40. (In Russ.)

Wang, M.T., Fredricks, J., Ye, F., Hofkens, T., Linn, J.S. (2017). Conceptualization and assessment of adolescents’ engagement and disengagement in schoроссиol. European Journal of Psychological Assessment, 35(4), 592–606. https://doi.org/10.1027/1015-5759/a000431

Wang, T. (2023). Teachers as the agent of change for student mental health: the role of teacher care and teacher support in Chinese students’ well-being. Frontiers in Psychology, 14, 1283515. URL: https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1283515/full (accessed: 06.11.2025).

Widlund, A., Tuominen, H., Korhonen, J. (2021). Development of school engagement and burnout across lower and upper secondary education: Trajectory profiles and educational outcomes. Contemporary Educational Psychology, 66, 101997. URL: https://www.sciencedirect.com/science/article/pii/S0361476X21000564?via%3Dihub (accessed: 06.11.2025).

Wu, Y., Kang, X. (2023). Perceived teacher support and EFL achievement: The mediating roles of academic enjoyment and selfconcept. International Journal of Linguistics and Translation Studies, 4(2), 38–53. https://doi.org/10.36892/ijlts.v4i2.320

Yang, Y., Li, G., Su, Z., Yuan, Y. (2021). Teacher’s emotional support and math performance: The chain mediating effect of academic self-efficacy and math behavioral engagement. Frontiers in Psychology, 12, 651608. URL: https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2021.651608/full (accessed: 06.11.2025).

Zinchenko, Yu.P., Pervichko, E.I. (2016). Clinical and psychological study of emotion regulation: a cultural-activity approach. Voprosy Psikhologii, (3), 41–57. (In Russ.)

To cite this article:

Morosanova, V.I., Fomina, T.G., Bondarenko, I.N., Potanina, A.M.. Conscious Self-Regulation as a Metaresource for Achieving Learning Goals and Maintaining School Engagement. // National Psychological Journal 2026. 1. Pages133-145. doi: 10.11621/npj.2026.0111

Copied to Clipboard

Copy