Mediation Effects of Self-Regulation in the Relationship between School Engagement and Academic Success of Students of Different Ages

The presented study's objective is to identi-fy the mediating role of conscious self -regu-lation in the relationship between the com-ponents of school engagement and the aca-demic performance of students of different grades. We used the following methods: the Russian version of the questionnaire "Multidimensional School Enga gement Scale" (Wang et al., 2019b; Fomina, Morosanova, 2020); V.I. Moro sanova's questionnaire "The Self-Regu la tion Profile of Learning Activity Ques tion naire (SRPLAQ)" (Morosanova, Bon darenko, 2017). The study analyzes the data obtained from a sample of students in grades 5-11 (N = 1127). New significant results were obtained on the relationship between conscious self-regulation and school engagement, as well as the specifics of their joint contribution to the academic performance of students of different ages. It is shown that conscious self-regulation acts not only as a resource for academic success but also as a factor mediating the impact of school engagement (its general level and individual components) on academic per-formance. The analysis showed the mediat-ing effects of conscious self-regulation related to cognitive, emotional, behavioral and social components of school engage-ment. The analysis of moderated mediation revealed significant moderating effects of the age factor (school grade) on the rela-tionship between self-regulation, school engagement and academic performance. The most pronounced mediating effects were found in grades 7, 10, 11. The obtained results are discussed in the con-text of the problem of conscious self -regula-tion development, the dynamics of school engagement and academic motivation in different periods of education, and the pos-sibility of developing practical programs aimed at maintaining school engagement and academic performance of students.