SCHOOL INVOLVEMENT FEATURES OF SCHOOLCHILDREN WITH DIFFERENT LEVELS OF LEARNING ACTIVITY CONSCIOUS SELF-REGULATION

Aim. The research is aimed at disclosing differences in school involvement of schoolchildren of different ages who differ in the level of self-regulation of learning activity. The problem of conscious self-regulation importance for learning activity in maintaining various aspects of school engagement in the students of different ages is discussed in the article. The assumption is substantiated that students with a higher level of conscious self-regulation are characterized by higher manifestations of school involvement components. Methodology. The data of an empirical study conducted on the sample of 1087 students (aged 11- 18) in grades 5- 11 of the Russian state educational institutions are analyzed. The Russian-language version of the “Multidimensional Scale of School Engagement”, written in 2020 by T. G. Fomina and V. I. Morosanova was used for examining the general level of school involvement and its components intensity. The features of conscious self-regulation of learning activity were assessed with the use of V. I. Morosanova’s methodology “Style of Learning Activity Self-Regulation, SLASR-M”. Results. As a result, linear differences were revealed among three groups of students with low, medium and high levels of conscious self-regulation of educational activity in terms of general school engagement intensity, as well as its behavioral, cognitive, emotional and social components intensity. It has been shown that regardless of the year of education, students with high level of conscious self-regulation have higher levels of cognitive and behavioral school involvement. Research implications. The research results made it possible to conclude that a significant relationship between conscious self-regulation of learning activity and school engagement is stably reproduced in different age groups. The study confirmed the expediency of referring to the respondents’ longitudinal data in the future analysis of the school involvement age specificity.

conscious self-regulation, school involvement, leaning activity

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