Bondarenko, I.N.

Background. The article presents a comparative analysis of diagnostic tools used to assess various aspects of psychological well-being. It also outlines trends in the development of modern survey methods for its assessment.

The objective of this study is to substantiate the advantages of the methods that allow diagnosing both the general level of psychological well-being and its separate components (eudemonic and hedonic), taking into account contextual and age-related aspects. The results of the validation of the questionnaire “Well-being Manifestations Measurement Scale (WBMMS)” on a sample of Russian students are presented.

Study Participants. The sample consisted of 435 Russian university students, the age ranging from 16 to 28 years (Mage = 19.72, SD = 1.67). Of these, 56.41% were female and 44.52% were male.

Methods. The following methods were employed: the scale of general level of subjective well-being (Life Satisfaction Scale) by E. Diener, the scale of optimism (Test of Dispositional Optimism, TDO-P), and the Depression Scale of the Center for Epidemiological Studies, CES-D.

Results. The results of the confirmatory factor analysis (CFA) supported our initial hypothesis that the well-being construct could be adequately represented by a single common factor, formed by two lower-order factors. These factors, eudemonistic and hedonistic, respectively, were significantly correlated with each other, and with the subjective well-being of participants. The instrument demonstrated good convergent validity with these variables, as indicated by the positive correlation with subjective well-being and the negative correlation with optimism. The questionnaire scales exhibited satisfactory reliability values. A comparison of female and male samples on the scales of the SPPB questionnaire indicated the necessity to consider gender in the development of the questionnaire norms.

Conclusions. The scale of manifestations of psychological well-being meets contemporary psychometric standards and allows for the assessment of psychological well-being in accordance with the latest theoretical approaches. The results obtained contribute to both the theoretical understanding of the construct of well-being and its measurement.

Background. A decrease in cognitive activity and the occurrence of various deficits with a general decrease in a positive attitude to learning creates difficulties in learning during the transition to high school. It becomes important to identify regulatory resources for development of cognitive activity and engagement during the period before the 9th grade, as well as at the beginning of high school.

Objective — to identify the dynamics of cognitive activity and engagement during the transition from middle to high school and to assess the contribution of conscious self–regulation of eighth graders to this dynamic in the 9th and 10th grades.

Sample. 156 eighth graders aged M=13.88; SD=0.445. In the 9th and 10th grades, repeated examinations were carried out using the same methods. As a result, longitudinal data was collected at three points.

Methods. "Attitude to learning in middle and high school" (I.N. Bondarenko, I.Yu. Tsyganov, V.I. Morosanova). "Multidimensional scale of school engagement" (T.G. Fomina, V.I. Morosanova). Questionnaire of V.I. Morosanova "Style of self-regulation of learning activity, SRLAQ-M" (V.I. Morosanova, I.N. Bondarenko).

Results. We revealed between individual differences in the trajectories of cognitive engagement, but they were not revealed for cognitive activity. It is shown that in order to successfully maintain cognitive activity and engagement in high school, it is important to achieve the maximum level of their development in the 8th grade, a year before the state exams. Longitudinal analysis has shown that school engagement is more associated with conscious self-regulation in comparison with cognitive activity, which significantly depends on external factors. Conscious self–regulation, fulfilling its resource role, on the one hand, makes a direct contribution to the level of development of these characteristics, on the other hand, prevents their sharp decline in case of difficulties or temporary failures.

Conclusion. The development of conscious self-regulation in secondary school is able to compensate for the negative trends of falling cognitive activity and engagement that occur in high school students.

The aim of this study is to find out the reason why intellectually gifted adolescents may have poor academic achievements. Comprehensive analysis of psychometric intelligence, conscious self-regulation of learning activities and academic achievements relationships was carried out on a sample of 87 students aged 14—16 years. All of them attended school for gifted adolescents Sozvezdie and enrolled in a special academic program (A Gifted Child). A comparison of KFT and SSUDM questionnaires average values (on standardization and study samples) showed that gifted adolescents have higher levels of conscious self-regulation and regulatory processes of planning, modeling, and programming than their ordinary peers. The relationships between all regulatory processes, overall level of conscious self-regulation and IQ level with academic achievements in humanities and sciences were established. It was also proved that conscious self-regulation mediates students’ academic achievement. It can be concluded that high self-regulation of educational activity is as important for academic achievements as high IQ-level. Only the students who are initiative in regulating learning process as well as their activity in school can achieve the highest results. Thus, initiativity and autonomy are the link between the motivational sphere, IQ and the system of conscious self-regulation of educational activities.