REGULATORY AND PERSONALITY RESOURCES OF PSYCHOLOGICAL WELL-BEING AND ACADEMIC ACHIEVEMENT IN YOUNGER ADOLESCENTS: INDIVIDUAL AND TYPOLOGICAL ASPECT

Abstract

The report presents a differential approach to the study of the individual-typological features of regulatory and personality resources of psychological well-being and academic achievement in younger adolescents. Conscious self-regulation is understood as a managing meta-level of the multilevel system of psychic self-regulation. It is assumed that conscious self-regulation includes subsystems of regulatory competencies allowing to consciously and independently put forward and achieve educational goals, as well as maintain the well-being of students when changing learning conditions. The period of early adolescence is particularly important in this regard, since it is during this period when the learning conditions in Russian schools change due to the students’ transition from the primary to the secondary stage of education. The approach to the study of differences in the context of person-oriented approach is a trend in modern psychology. The study of the individual-typological features of regulatory and personality resources of psychological well-being and academic achievement of students in grades , , and  (N=) was carried out within the framework of this approach. The results revealed individual-typological profi les of students with different levels of conscious self-regulation, psychological well-being and academic achievement. For the fi rst time, it was shown that, regulatory, personality, and motivational resources of academic achievement and psychological well-being vary across profi le type and respondents’ age. The results revealed age dynamics of students’ regulatory competencies as well as the specifi cs of their contribution to academic performance and psychological well-being. It was shown that high academic performance in early adolescence is consistently determined by developing personality, regulatory and motivational recourses. The results suggest that developing conscious self-regulation meta- resource among the younger adolescents can ensure stability of academic performance and their well-being during the transition from the primary to the middle stage of education.