The research considers the problem of regulatory resources of the personal life plans in uncertain and unpredictable situations on the material of the COVID-19 pandemic spread in the world and in Russia. The study was conducted during a lockdown in Russia, in an online format, with the help of the Tilda Publishing block website builder and the Google Forms survey administration software. The study sample included 165 respondents aged 16 to 56 years. The Self-regulation Profile Questionnaire - SRPQM 2020 , The Center for Epidemiologic Studies Depression Scale, CES-D , and the authors questionnaire which includes a number of questions related to personal life plans and professional/educational curriculum were used for diagnose. The study results demonstrated that the higher conscious self-regulation development is associated with the higher person's clarity and understanding of the future plans, the more stable career path (including professional and educational goals), and the less actual depressive symptoms. And vice versa: the low level of the conscious self-regulation development correlates with the difficulties with considering the life plans, the fickleness of professional and educational goals, being affected by external factors, and with the pronounced actual manifestations of depression. The data obtained contribute to the development of ideas about the conscious self-regulation phenomenon and human regulatory resources ensuring stability of the personal life plans in situations of uncertainty and serving as a buffer that softens the impact of external stress factors and neutralizes their possible negative consequences.

Background. A decrease in cognitive activity and the occurrence of various defi cits with a general decrease in a positive attitude to learning creates diffi culties in learning during the transition to high school. It becomes important to identify regulatory resources for development of cognitive activity and engagement during the period before the 9th grade, as well as at the beginning of high school. Objective — to identify the dynamics of cognitive activity and engagement during the transition from middle to high school and to assess the contribution of conscious self–regulation of eighth graders to this dynamic in the 9th and 10th grades. Sample. 156 eighth graders aged M=13.88; SD=0.445. In the 9th and 10th grades, repeated examinations were carried out using the same methods. As a result, longitudinal data was collected at three points. Methods. “Attitude to learning in middle and high school” (I.N. Bondarenko, I.Yu. Tsyganov, V.I. Morosanova). “Multidimensional scale of school engagement” (T.G. Fomina, V.I. Morosanova). Questionnaire of V.I. Morosanova “Style of self-regulation of learning activity, SRLAQ-M” (V.I. Morosanova, I.N. Bondarenko). Results. We revealed between individual diff erences in the trajectories of cognitive engagement, but they were not revealed for cognitive activity. It is shown that in order to successfully maintain cognitive activity and engagement in high school, it is important to achieve the maximum level of their development in the 8th grade, a year before the state exams. Longitudinal analysis has shown that school engagement is more associated with conscious self-regulation in comparison with cognitive activity, which signifi cantly depends on external factors. Conscious self–regulation, fulfi lling its resource role, on the one hand, makes a direct contribution to the level of development of these characteristics, on the other hand, prevents their sharp decline in case of diffi culties or temporary failures. Conclusion. Th e development of conscious self-regulation in secondary school is able to compensate for the negative trends of falling cognitive activity and engagement that occur in high school students.

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.

The article presents the results of longitudinal analysis of dynamics of regulatory, personal, motivational characteristics and academic success in students with decline of psychological well-being during the transition from grade 5 to 6. A group of 6th graders whose psychological well-being significantly decreased in comparison with the 5th grade (N = 26) was identified. We compared of indicators of conscious self-regulation (V. I. Morosanova), personal properties (Big 5), attitude to learning (A. M. Prihozhan) and academic motivation (T. O. Gordeeva) with a time difference of one year. The results show the maintenance of the level of academic performance against the sharp decline in almost all regulatory, personal, motivational and emotional indicators. We identified two indicators which serve as a resource for maintaining the academic success of the respondents: Neuroticism and regulatory process of Modelling. In contrast to traditional concept of its negative impact it was shown that Neuroticism was almost the only factor supporting academic performance at that age. A particularly significant result is the discovery of a «sensitive» age for the development of the regulatory process of Modelling, which is responsible for the ability to set and perform complex tasks, not to be afraid of new non-standard situations, and find solutions in «hopeless» stressful situations.

The study aims to explore the differential-regulatory predictors of academic performance in the graduating classes of high school. Conscious self-regulation is considered as a universal and exceptional resource for achieving educational goals in the final grades. In modern conditions of digitalization of the educational process and increasing information flows, the individuals’ ability to set goals and optimally achieve them, while maintaining curiosity, achievement motivation, and the desire to develop their personality, is of particular value. The main research question is: what regulatory, motivational, and personal characteristics of students with different regulatory profiles act as their psychological resources for successful school graduation? The study aims to investigate the contribution of regulatory, motivational, and personal characteristics to the annual assessment in mathematics and Russian in high school students with different profiles of conscious self-regulation. The following results were obtained from a sample of students in grades 9–11 (N = 355, average age M = 15.81 ± 0.926). Regression models of the contributions of regulatory, motivational, personal, and emotional-motivational indicators to the performance in mathematics and Russian were constructed for six selected individual typological groups of students. The results showed that only a high harmonious profile of self-regulation ensures that the student is “focused” on high academic achievements. Any conflict in the motivational or personal sphere distracts the resources of the graduate from educational activities. The process of self-regulation (Modeling) is suppressed in all groups as a result of preparation for exams. The regulatory profile and motivational and personal characteristics of students who risk not passing the examination tests without the intervention of teachers and psychologists are determined.