Impact of Self-Regulation on School Engagement and Academic Success

Mediation effects of self-regulation in the relationship of school engagement and academic success of students in different ages Tatiana Fomina Anna Potanina Laboratory of Psychology of Self-regulation Psychological institute of the Russian Academy of education Moscow, Russia

Introduction: conscious self- regulation and school engagement Self-regulation and school engagement are significant predictors of students' academic performance (Lei et al., 2018; Zimmerman, 2011; Morosanova, 2021; Fomina, Filippova, Morosanova, 2021). School engagement is an active participation of students in educational activities and in school life in general, including manifestations of behavioral, cognitive and emotional engagement, as well as features of social interaction in the school academic environment (Wang, Degol, Henry, 2019). Conscious self-regulation is a key psychological resource that contributes directly to the results of achieving goals (including learning ones), and also mediates the influence of other resources on these results (Morosanova, 2014, 2021). In recent studies, self-regulation is often considered as a resource for maintaining student engagement, gaining particular importance at the stages of decreasing academic motivation and engagement in adolescence (Wang, Deng, Du, 2018; Stefansson et al., 2018).

SCHOOL ENGAGEMENT SELF-REGULATION Cognitive engagement Behavioral engagement School engagement Emotional engagement Social engagement Morosanova, V. I. (2013). Self-regulation and personality. Procedia-Social and Behavioral Sciences, 86, 452-457. Wang, M.-T., Fredricks, J., Ye, F., Hofkens, T., & Linn, J. S. (2019). Conceptualization and assessment of adolescents engagement and disengagement in school: A Multidimensional School Engagement Scale. European Journal of Psychological Assessment, 35(4), 592 606.

Aim and hypotheses Hypotheses There are mediation effects between the various components of school engagement, conscious self-regulation and academic success, specific to students in different school grades Aim To identify the mediating role of conscious self-regulation in the relationship between school engagement and academic success of students in different school grades The mediating role of self-regulation is more significant during periods of decline in school engagement and academic motivation of students, as well as at the end of school education - due to the need for successful graduation from an educational institution.

Participants Students in grades 5-11 of state educational institutions (Moscow region). 11thgrade N= 95 33,3 % boys Mage= 16,87 10thgrade N= 236 51,1 % boys Mage= 15,84 Age - 10-18 years (N=1127; 57% - boys 9thgrade N= 148 57,6 % boys Mage= 14,85 M age=13.78) 8thgrade N=260 53,4% boys Mage= 13,88 7thgrade N=102 43,8% boys Mage= 13,14 6thgrade N=101 51,5% boys Mage= 12,00 5thgrade N=182 82,4% boys Mage= 10,87

Methods 4 subscales Multidimensional School Engagement Scale (Wang, 2019; adaptation by Fomina, Morosanova, 2020) School engagement General level of engagement Morosanova s The Self-Regulation Profile of Learning Activity Questionnaire (SRPLAQ) (Morosanova, Bondarenko, 2017) 9 subscales Self-regulation General level of self-regulation Statistical analysis: regression analysis, mediation analysis (Interactive Mediation Tests (quantpsy.org)), moderated mediation analysis (PROCESS v.4 for SPSS) (Preacher, K.J., Hayes, A.F., 2004)

Results Mediation analysis General level of self- regulation General level of self- regulation Behavioral engagement Academic success Social Academic success engagement 0.21***(0.13***) 0.10***(0.02) General level of self- regulation General level of self- regulation Cognitive engagement Emotional engagement Academic success Academic success 0.11***(0.03) 0.21***(0.12***) General level of self- regulation General level of engagement Academic success 0.18***(0.10**) Note. Standardized coefficients are used, ***- < 0.001, ** - < 0.01

Results Moderated mediation analysis X (independent variable) school engagement, Y (dependent variable) academic success, M (mediator) self- regulation, W (moderator) school grade Self-regulation (M) Academic grade (Y) Coefficient 95% CI Coefficient 95% CI School engagement(X) 0.39*** (0.038) 0.311 0.461 - - - Self-regulation(M) - - - 0.01*** (0.002) 0.007 0.017 Grade 1 (W1 6thgrade=1) Grade 2 (W2 7thgrade =1) Engagement (X*W2) Model indicators 10.10* (4.972) 0.343 19.857 - - - - - - - - - -1.23*** (0.341) -1.899 -0.561 x Grade 2 0.01* (0.005) R2=0.14. F=12.19. p=0.000 0.001 0.021 R2=0.34. F=42.07. p=0.000 Note. Unstandardized coefficients are used, standard errors in brackets, ***- < 0.001, ** - < 0.01, * - < 0.05, - no significant coefficient

Results Moderated mediation analysis Self- Academic success (Y) Self-regulation (M) Academic success (Y) regulation (M) Coefficient 1.03*** - - - Coefficient 1.30*** - - Coefficient Coefficient - 0.01*** -1.04*** Behavioral engagement (X) Self-regulation(M) Grade 2 (W2 7thgrade =1) - Cognitive engagement (X) Self-regulation(M) Grade 2 (W2 7thgrade =1) Engagement (X*W2) R2 0.01*** -1.06*** Engagement (X*W2) R2 x Grade 2 - x Grade 2 0.04* 0.14 0.03* 0.14 0.27 0.33 Self- Academic success (Y) Self- Academic success (Y) regulation (M) regulation (M) Coefficient 0.39*** - 11.45*** - 12.11*** -0.47** 0.19 Coefficient - 0.01*** -0.85*** -0.56** - - 0.13 Coefficient Coefficient Emotional engagement(X) Self-regulation(M) Grade 2 (W2 7thgrade =1) Grade 3 (W3 8thgrade=1) Grade 5 (W5 10thgrade=1) Engagement x Grade 5 (X*W5) R2 Social engagement (X) 0.87*** - Self-regulation(M) - 0.01*** Grade 2 (W2 7thgrade =1) - -1.07*** Engagement x Grade 2 (X*W2) - 0.03* 0.13 R2 0.18 Note. Unstandardized coefficients are used, ***- < 0.001, ** - < 0.01, * - < 0.05, - no significant coefficient

Conclusions Conscious self-regulation acts not only as a resource for academic success but also as a factor mediating the impact of school engagement (its general level and individual components) on academic success. An analysis of moderated mediation revealed significant moderation effects of the age factor (school grade) on the relationship between self-regulation, school engagement and academic performance. The most distinct mediation effects were found in grades 7, 10-11.

tanafomina@mail.ru Laboratory of Psychology of Self- regulation