The paper discusses the relevant study of age-related specifics of interrelation between conscious self-adjustment (SA) of learning activities, motivation and personality dispositions, and academic performance of learners. It presents empiric data about the specifics of the considered interrelation for schoolchildren of grades 6 through 11 (N=606) based on the analysis of age groups. The results show that SA is associated with academic performance of schoolchildren from grades 7–8 and 9–11 to a greater extent. Complication of the learning activities, expanded tasks, which schoolchildren must solve at the older learning stages, make SA demanded and actual as a resource helping to achieve learning targets. The correlation analysis of indicators of academic motivation and performance showed that success was primarily associated with the productive types of inner motivation, specifically motivation of achievement and motivation of self-development; it should be noted that schoolchildren from grades 7–8 and 9–11 have a greater number of these ties. Among personality dispositions, a sustained positive relation was recorded for “Openness to experience” factor. In the context of psychological factors of academic performance, this research has a great practical importance, that is, the substantiation of application of technologies for development of the conscious self-adjustment in learners as a mega resource in achievement of learning targets and means of integration and mobilization of individual motivational and personality features.

The authors present their analysis of data obtained in the longitudinal study on the specifics of the regulatory, intrapersonal and motivational characteristics of adolescents with positive dynamics of psychological well-being. The sample consisted of the Russian schoolchildren (N = 98) examined twice with 1-year interval: in the 5th, then in the 6th grade. Diagnostics of the psychological well-being level by means of the Well-Being Manifestation Measure Scale allowed to distinguish a group of students characterized by the positive dynamics of well-being at a given period of time (N = 75). The features of self-regulation, attitudes towards learning, academic motivation, and personality characteristics of these students were then identified and described. Conscious self-regulation was assessed using Morosanova’s Self-Regulation Profile of Learning Activity Questionnaire. It was shown that self-regulation in this group of children is characterized by a harmonious profile with well-developed regulatory processes. The specifics of academic motivation were analyzed using the Scales of Academic Motivation of Schoolchildren. It was established that intrinsic motivation, despite a slight overall decrease in the level of educational motivation at this period of schooling, stably exceeds the level of ineffective external types of educational motives in the motivational profile of these children. Considering the specifics of personality traits (according to the results of the Big Five Questionnaire — Children version method) revealed that pupils with positive dynamics of psychological well-being are characterized by high values of extraversion, conscientiousness, agreeableness, and openness to experience, accompanied by the low neuroticism level. The results obtained indicate a positive trajectory of the subjective activity formation in these adolescents and their successful adaptation to the changing educational environment.