REGULATORY AND PERSONAL ACADEMIC PERFORMANCE RESOURCES OF STUDENTS WITH DIFFERENT SCHOOL ENGAGEMENT PROFILES

Abstract

The aim of this study was to enhance understanding of the role of conscious self-regulation as a non-cognitive predictor of academic achievement in student populations with varying levels of school engagement. The sample group analyzed consisted of 1056 secondary school students, encompassing grades 5—11 (M=13.9; SD=1.9). Four key factors were assessed in the study: school engagement, conscious self-regulation, personal properties (using the Big Five model), anxiety, and academic motivation. The analysis revealed the significance of conscious self-regulation as a meta-resource for enhancing academic performance.SEM models were developed to explore regulatory and personal resources relevant to academic performance, revealing the role of conscious self-regulation as a meta-resource for enhancing academic achievement and reducing school-related anxiety in students with varying levels of school engagement. The engagement components were found to mediate the impact of personal and motivational resources on academic performance. Conscious self-regulation consistently exhibits a positive effect among all individual-typological groups. Understanding the intricate network of direct and mediated influences of self-regulation and engagement on academic performance can provide a foundation for creating curricula that facilitate optimal learning outcomes.