This paper addresses the question of whether self-regulation capacities are a significant psychological resource of schoolchildren’s psychological well-being. The study contributes to the search of significant predictors of the students’ psychological well-being. Moscow secondary schools pupils (N = 239) participated in a two-wave longitudinal study, the procedure being made in the 4th grade and repeated in the 5th grade, six months after the first measurement. The results are presented describing the dynamics of manifestations of the psychological well-being and the conscious self-regulation of the schoolchildren during their transition from the primary to the middle school. Using the cross-lagged panel analysis allowed concluding that the level of conscious self-regulation of the learning activity of the 4th graders significantly predicts their psychological well-being not only in the 4th grade, but also in the 5th grade. The study revealed the specific regulatory predictors characteristic of different manifestations of the schoolchildren’ psychological well-being. The obtained results highlight the significance of research on the conscious self-regulation of learning activities as a resource for pupils’ psychological well-being, which is predictive for its maturation in the subsequent ages.

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The problem of achieving academic success and psychological well-being is connected with the search for factors that ensure the coordinated achievement of this goal. The aim of the work was to identify typological groups of students who either successfully solve this problem or fail to do it, as well as to identify the factors that help or hinder its solution. Among the factors considered are: conscious self-regulation of achieving goals, attitude to studying, academic motivation, and students’ personal features. The study was carried out on a sample of fifth grade pupils (N=231, age М=11, SD=0,28). Methods: “Scale of adolescents psychological well-being manifestations”, “Style of learning activity self-regulating”, “Scales of students’ academic motivation”, “Attitude to Learning”, “Big Five Children Version, BFQ-C”. We identified four groups of students, most of whom (78%) successfully coped with the task of simultaneously maintaining high academic performance and psychological well-being. The factors that demonstrated a significant effect were: regulatory processes of results evaluation and programming of actions, cognitive motivation, and achievement motivation. The obstacles were: high anxiety, inability to plan one’s learning goals, low level of responsibility, regulatory reliability, and flexibility. 22% of fifth graders cannot simultaneously maintain high well-being and academic performance. They need teachers and psychologists to help them to develop conscious self-regulation.