На пути к успеху: мотивация и ресурсы саморегуляции как предикторы академической успешности студентов

Abstract

<p>Currently, the higher education system is constantly changing: the education of increasing number of students is becoming associated with the use of distance technologies, which is why it is so important to identify motivational factors that have a potential impact on the academic success of students of different forms of education. The sample of the study consisted of 114 students of different forms of education (74 extramural students with the use of E-Learning and Distance Educational Technologies and 40 full-time students). Two indicators were used to measure academic achievements: the average score for all previous examination sessions and the self-appraisal of learning scale of the questionnaire by T.V. Kornilova et al. The Academic Motivation Scale (AMS) was used to study the motivational-semantic component, the Brief Self-Control Scale and the Style of self-regulation of behavior – SSRB 2020 questionnaire were used to study the motivational-regulatory component. The Explanatory Style of Successes and Failures (ESSF) technique and the General Self-Efficacy Scale by R. Schwarzer and M. Yerusalem, adapted by V.G. Romek, were used to study the cognitive-motivational component, the persistence and perseverance scale (Grit) was used to study the integrative component. The results showed that if strong internal motivation prevails, it sufficiently determines academic success, but if motivation is lacking or is external, other components, namely self-regulation resources and the style of explaining successes and failures in achievement activities, help to increase academic success. At the same time, the influence of the form of education was not revealed.</p>