Filippova, E.V.

Background. The study of psychological resources for academic achievement and subjective well-being in students is a significant area in educational sciences. This article presents the results of an empirical study in which conscious self-regulation, teaching quality subjectively assessed by students, and school engagement are considered as such resources.

Objective. The goal of this study was to reveal the influence of these phenomena on the subjective well-being and academic achievement of students, and to establish indirect and mediating effects of this influence.

Study Participants. The study involved adolescent students (N = 559, 53% girls, average age 12.96, standard deviation 0.91).

Methods. The instruments included: Morosanova’s “Self-Regulation Profile of Learning Activity Questionnaire” (Morosanova, Bondarenko, 2017); E. Irving’s questionnaire for assessing teaching quality adapted by Lunkina et al. (2023); “Multidimensional Students’ Life Satisfaction Scale” (O.A. Sychev et al., 2018). Academic performance was assessed by the average grade in the main subjects for the previous academic term.

Results. It has been shown that teaching quality, school engagement, and conscious self-regulation are significantly associated with student well-being and academic success. School engagement is a significant predictor to both academic performance and satisfaction with school; psychological support and self-regulation make a significant direct contribution into students’ well-being. Application of the methods of structural modelling revealed that teacher’s psychological support more effectively influences student engagement when mediated by conscious selfregulation: the higher the development of mindful self-regulation, the greater the positive impact on academic performance, well-being, and school engagement. The contributions of self-regulation and perceived psychological support are roughly comparable, while the contribution of school engagement is more substantial. The age of the students is a significant moderating factor.

Conclusions. The results are discussed in the context of developing effective strategies to improve the quality of education, maintain the subjective well-being, and engage modern school students. Subjectively assessed psychological support from teachers acts as both a direct positive predictor of school subjective well-being and indirectly influences it through self-regulation and engagement. Results have been obtained substantiating the meta-resource role of mindful self-regulation in determining academic achievement and well-being of students.