Self-Control and Subjective Volitional Regulation as Personal Predictors of High School Students Success in the Framework of Career-Oriented Education in High School

Abstract

The article provides a theoretical overview of research reflecting correlation between intellectual factors, motivational and personality variables with high school students' academic performance. This empirical research analyzes subjective volitional control, self-regulation, achievement motivation, locus of control, intellectual abilities and temperamental characteristics which are considered important factors for predicting high school students' academic performance in the context of professional education. The study indicates the difference between indicators of standardized self assessment techniques developed for students and the outcome of teachers' evaluation of students' self-regulation during learning process. The research results suggest that a high level of subjective volitional control of high school students is an essential factor for professional education, while self-regulation is the most crucial facet when teaching less successful students. Students' academic performance in careeroriented classes is largely affected by their perseverance and intellectual abilities.Keywords: Subjective Volitional Regulation; Self-Control; Career-Oriented Education. Research area: psychology.© Siberian Federal University. All rights reserved * Corresponding author E-mail address: dementiy@univer.omsk.suThe primary goal of contemporary system of education is to provide students with necessary competencies. The earlier students acquire and develop these competencies, the more likely they will succeed in professional training Results and DiscussionComparative analysis results. At the first stage of data processing, we determined the level of subjective volitional control and self-control among high school students using standardized questionnaires (see Table 1).The data shows that high school students who took career-oriented classes and general classes demonstrate a high level of subjective volitional control and a moderate level of self-control.The comparison of the expert survey data with the results of students' self-assessment of self-control indicators allowed us to distinguish two sub-groups of students with correlated and uncorrelated judgments.Thirtynine percent of the students scored high on self-control, perseverance, while they scored low on aggressiveness, impulsiveness, and disciplinary offences, which coincided with the instructors' assessment. Ten percent of the respondents scored a high on impulsiveness and disciplinary offences, which corresponded with the instructors' evaluation. On other self-control parameters, students' judgments significantly departed from instructors' assessments.Accordingly, 51 % of high school students' provided assessments of self-control which consistently deviated from the instructors' assessments. Based on these results, students were grouped into the following categories:group 1, students with correlated high score on self-control; group 2, students with a correlated low score on self-control; group 3, students Table 2).The correlation between the results of sta...