AWARE SELF-REGULATION AND SCHOOL ENGAGEMENT AS RESOURCES FOR THE SUBJECTIVE WELL-BEING OF STUDENT YOUTH

Abstract

The article presents the nature of the relationship between conscious self-regulation and school involvement and the specifics of their contribution and the subjective well-being of student youth. The development of regulatory competences is provided by educational standards, and school involvement is an external (visible) indicator of academic motivation that can be influenced within the framework of pedagogical interaction. Perceived self-regulation and school engagement are significant resources of subjective well-being in adolescence during middle and high school education. Activity in achieving a significant goal contributes to the formation of autonomy and leads to subjective positive feelings; in addition, the achieved goal forms a sense of self-efficacy. In turn, solving subjective emotional and behavioral problems arising in the process of achieving educational goals can be facilitated by the actualization of regulatory resources, such as, for example, the ability to determine conditions significant for achieving goals and persistence in their achievement, timely evaluation and correction of achieved results, etc. There are reasons to believe that the development of such competencies will contribute to subjective well-being. The general level of development of conscious self-regulation mediates the influence of engagement on the subjective well-being of schoolchildren. This result makes a significant contribution to the understanding that regulatory competencies not only ensure academic success, but are also effective resources for adolescent well-being. In a practical aspect, this substantiates the productivity of psychological and pedagogical interventions aimed at developing students' conscious self-regulation and supporting their school involvement as significant mechanisms of satisfaction with the educational environment.