Impact of Conscious Self-Regulation, Engagement and Motivation on Academic Performance of Schoolchildren During Different Periods of Study

Ishmuratova, Yulia A.; Potanina, Anna M.; Bondarеnko, Irina N.

doi:10.17759/pse.2021260502

Cited by 10 publications

(3 citation statements)

References 18 publications

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“…School performance can be influenced by factors such as selfregulation, engagement, and motivation for academic achievement (Ishmuratova et al, 2021). Gordeeva et al (2017) examined the relationship between intelligence, motivation, coping strategies, and academic achievement of schoolchildren, emphasizing the importance of motivation for academic achievement and suggesting that motivated students tend to have better coping strategies.…”

Section: Introductionmentioning

confidence: 99%

The role of emotional intelligence on academic motivation of schoolchildren

Taibolatov,

Pfeyfer,

Burdina

et al. 2024

Front. Educ.

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IntroductionThe purpose of this study was to inverstigate the relationship between emotional intelligence and academic motivation among secondary school students in Kazakhstan.MethodsIn total, 682 schoolchildren in grades 6 to 8, corresponding to the 11/12-year Kazakhstani curriculum, were interviewed, and their level of emotional intelligence was analysed using a scale that assessed the level of interpersonal and intrapersonal emotional intelligence, understanding emotions, managing emotions, and general level of emotional intelligence.ResultsThe results showed that emotional intelligence levels varied by class and gender, with males scoring higher on intrapersonal emotional intelligence, emotion management, and general emotional intelligence, while females scored higher on interpersonal emotional intelligence. Levels of academic motivation were also found to vary by grade and gender, with 6th grade students and females having higher levels of motivation. There was a significant positive correlation between emotional intelligence and academic motivation. Moreover, the study described differences in the level of emotional intelligence in the predominance of the academic motivation (intristic or extrinsic), desire to achieve success in school or avoid failure, and in the implementation of motives in the schoolchildren’s behavior.ConclusionThis study indicates the relationship between the level of emotional intelligence and academic motivation of schoolchildren. The results of the study are important for policy makers in the field of school education and planning the academic life of schoolchildren.

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Section: Introductionmentioning

confidence: 99%

The role of emotional intelligence on academic motivation of schoolchildren

Taibolatov,

Pfeyfer,

Burdina

et al. 2024

Front. Educ.

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“…The factors causing variability in the relationships between academic performance and creativity and/or intelligence might include such psychological characteristics of the subjects as degree of executive control and self-regulation of behavior, which are required both in the experimental tasks and the education process ( Ishmuratova et al 2021 ; Morosanova et al 2015 ; Nesayan et al 2019 ; Shilshtein and Margalit 2019 ). On the other hand, the variability can be attributed to the particulars of the experimental methodology, e.g., if there is a time limit, whether the tasks are of verbal or figurative type, if the instructions ask the subjects to provide the most appropriate answer or as many answers as possible ( Cropley 1993 ; Giménez et al 2019 ; Hattie 1977 ; Kaufman and Sternberg 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Age-Related Changes and Reorganization of Creativity and Intelligence Indices in Schoolchildren and University Students

Bakaev

2022

J. Intell.

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Despite the lasting interest towards the relationship between intelligence and creativity, comparably less attention is paid to its age-related changes. Our paper considers the organization of fluid intelligence and psychometric indicators of creativity and is based on the experimental data obtained for children aged 11 (n = 99) and for young adults (n = 77). We used two figural and verbal tasks with and without time limit. We found that the age-related differences in creativity are dependent on the context and the type of testing. The young adults were different from the children, having higher indicators of verbal and figurative creativity, except for the originality of the drawings created within the Incomplete Figures test, and having considerably higher test results for fluid intelligence. These age-related differences, together with the discovered closer relationship between the creativity indicators in the young adults group compared to the children, might suggest insufficient contribution of the components of the executive control of information selection (inhibition, shifting, and updating), which had not fully formed in eleven-year-olds. The comparison of the various indicators of creativity suggests that the most complex task for the children was the composition of an original sentence by joining nouns from various semantic categories.

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“…Ю.А. Ишмуратова c соавторами [5] обращают внимание на наличие взаимосвязи осознанной саморегуляции, школьной вовлеченности и мотивации у подростков. Наиболее значимы факторами академических достижений и адаптации являются «Познавательная и социальная активность» и «Целеполагание и вовлеченность», важной для подростков является также «Оперативная регуляция», при этом негативное влияние оказывает «Внешняя мотивация».…”

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Types of academic adaptation of adolescents with limited health capacities

Grigoryeva¹,

Shamionov²,

Grinina³

et al. 2022

P Sci Edu

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Academic adaptation has a significant impact on child’s success in mastering an educational programme, his/her integration into the society and personal development. Learners with limited health capacities may show specific features of academic adaptation. The aim of this study is to explore the types of academic adaptation of adolescents with disabilities on the basis of self-assessment of adaptation characteristics, parents’ and teachers’ evaluation. The study involved adolescents with hearing impairment – 11 persons (5 girls, 6 boys), with visual impairment – 14 persons (4 girls, 10 boys), their parents and teachers. To explore the academic adaptation, the authorly questionnaire and scales for parents and children were used to assess the motivational, emotional, cognitive, communicative, personal (regulatory) and psychophysiological components of academic adaptation. New scientific data were obtained in respect of specificity of academic adaptation of teenagers with disabilities, including the characteristics of motivational, emotional, cognitive, communicative, personal (regulatory), psychophysiological components. It was found that the estimation of all academic adaptation components by the adolescents with disabilities themselves was above the average; however, the psychophysiological component tended to be disadvantaged. The assessment of the teenagers’ academic adaptation components by the teachers and parents was not significantly different for the most part, except for the communicative component: the latter evaluated the adolescents’ communicative competence to be higher (Mann-Whitney U test = 215, at p<0.05). All of the teachers’ scores were lower than that of the parents, but the main trends remain the same: the emotional, communicative and personal components of academic adaptation of adolescents with disabilities were rated to be higher. Based on the factor analysis, several types of academic adaptation of adolescents with disabilities are highlighted from the perspective of the learners, parents and teachers. It was found that the parents and teachers tended to comprehensive academic adaptation of adolescents including all components, while the adolescents themselves did not pay specific attention to complex adaptation; all types of adaptation, according to their assessment, included two to three components. The difficulties of academic adaptation, as viewed by the learners with disabilities, were due to low communicative competence and poor learning motivation; while the parents explained this by limited health capacities, low communicative competence, the teenagers’ inadequate self-esteem, poor self-organisation and emotional self-regulation, non-consideration of child’s characteristics by the teachers; the teachers believed this to be a result of the teenagers’ health problems, their low communication competence and negative emotional experience. The results of the pilot study can form a basis for the development of technologies for psychological and pedagogical support of academic adaptation of adolescents with disabilities; these technologies are supposed to contribute to successful inclusion of a child in the educational environment.

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Impact of Conscious Self-Regulation, Engagement and Motivation on Academic Performance of Schoolchildren During Different Periods of Study

Cited by 10 publications

References 18 publications

The role of emotional intelligence on academic motivation of schoolchildren

The role of emotional intelligence on academic motivation of schoolchildren

Age-Related Changes and Reorganization of Creativity and Intelligence Indices in Schoolchildren and University Students

Types of academic adaptation of adolescents with limited health capacities

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