The paper is devoted to the problem of the relationship between conscious self-regulation, school engagement and motivation, as well as the specifics of their contributions to the academic performance of schoolchildren during different pe-riods of study. For the first time, a 5-factor structure of the relationship between self-regulation, engagement, personality traits, and academic motivation was described in a sample of 1103 students in grades 5—11 of general education schools. We evaluated the contribution of these factors to the academic achieve¬ment of students in three periods of school education (in middle school, during the transition from middle to high school, and in high school). It is shown that the factors “Goal-setting and engagement” and “Cognitive and social activity”, which include regulatory, motivational, personality features and engagement, make a significant contribution to the academic performance of students, regardless of the period of learning. Regulatory processes of modelling significant condi¬tions for achieving the goal and evaluating the results as part of the “Operational Regulation” factor provide high achievement for students in grades 5—6. We also revealed the negative influence of the “External Motivation” factor on the aca¬demic performance of high school students and the positive contribution of the “Neuroticism and Anxiety” factor to the annual final grades in this period of study. The results are discussed in the context of age-related and educational tasks that are solved by students during school education.

Background. Confi dent language profi ciency in Russian language is the key to successful schooling. However, teachers note a general decline in Russian language performance among students. One of the most critical factors opposing this trend may be the development of regulatory competencies, particularly conscious self-regulation in achieving goals and in executive functions. Objective. Th e aim is to reveal the role conscious self-regulation plays in the system of predictors of successful mastering Russian language by secondary school students, diff ering in gender and age. Design. Sample included students of schools in Moscow and Moscow region aged 13–15 years (N = 286): seventh graders (N = 147) and ninth graders (N = 139). Methods applied in the study included V.I. Morosanova’s questionnaire “Th e style of self-regulation of learning activity (SRPLAQ-M 52)”; Eriksen’s task to assess the suppression of irrelevant stimuli, the letter-digit task to assess attention switching, the N-Back task to assess the renewal of working memory. We used two tasks developed by E.D. Bozhovich to diagnose language competencies. Questionnaires were fi lled out in group format in the classroom under the experimenter’s supervision; computer testing was held in a computer classroom on another day. Results. Th e results of the study showed that self-regulation and intelligence are universal resources for achieving educational goals. High academic performance amongboys mostly depends on the development of conscious self-regulation and the ability to manage their attention. Planning educational goals, the general level of self-regulation, and the accuracy of updating working memory are signifi cant for girls’ academic performance. By the time students start high school, the system of predictors for academic performance in Russian is undergoing qualitative changes. Th e system is “curtailed”, with only those elements that ensure success in passing state exams remaining relevant. Conclusion. Th e study revealed the invariant structure of the relationships between the predictors of success in Russian language. Th is structure is implemented as a model, constructed around the relationship of conscious self-regulation and its primary neurocognitive basis represented by executive functions. Th is complex regulatory component is a crucial predictor of success in Russian in adolescence. Th e annual assessment is determined primarily by self-regulation, while executive functions mainly contribute to the development of language competencies.

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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.

Background. Professional experience is one of the most discussed problems in modern labor psychology. Researchers are trying to expose and describe the system of cognitive and metacognitive skills and abilities, which gives an advantage to experienced professionals. However, there is still a sufficient number of contradictions and unexplored aspects. The aim of the study is to identify specific features of problem solving by chemists at different levels of professional experience by analyzing performance indicators and eye movements. Techniques and sampling. The pilot study involved 35 experts and novices in the field of chemistry. They were asked to read descriptions, find errors and fill in gaps in chemical process diagrams. The tasks were based on technological regulations for the production of chemical products. We recorded the run time, errors and indicators of eye movements with the SMI Hi-Speed contactless video recording system with a 1200 Hz frequency. The results showed that the run time and the number of errors were significantly lower for experts than for novices. In addition, the two groups featured significant differences in the average duration of blinking, indicating a higher emotional stress among novices. Other eye movement differences demonstrated that experts tend to favor focal type of cognitive processing. This is revealed in longer fixations, short and slow saccades. Also, the experts were characterized by an uneven distribution of attention and cognitive efforts relative to different parts of the task and by a smaller number of transitions between them. The general analysis showed that experts, solving problems, rely more on mental representations and previous knowledge, while novices are guided by the information presented on the slides. Conclusions. The data demonstrate the superiority of experts in solving chemical problems and reveal the cognitive structure of professional experience.