The interconnection between self-regulation, achievement motivation, and psychological success of students in early adulthood
DOI:
https://doi.org/10.33910/1992-6464-2025-217-199-212Keywords:
psychological features of early adulthood, volitional personality traits, self-regulation, psychological success, exteriorization and internalization of success, self-regulation abilities, achievement motivationAbstract
Introduction. Early adulthood is a developmental period characterized by specific tasks and challenges related to educational and professional life. This article examines the relationship between self- regulation, achievement motivation, and the phenomenon of psychological success among students within this stage. The study aims to determine the interconnections between these constructs. The article defines the relevant concepts of ‘psychological success’, ‘self-regulation’, and ‘achievement motivation’.
Materials and Methods. An empirical study was conducted to assess self-regulation and achievement motivation among second- and fourth-year Management students at Presidential Academy (RANEPA). The psychodiagnostic tools included Chumakov’s Volitional Qualities of Personality questionnaire and Pakulina’s Motivation for Student Success in Higher Education scale. Indicators of self-regulation and psychological success were compared to identify commonalities and differences between the two age-based student cohorts. Results. The analysis revealed both similar trends and significant differences. Both second-year and fourth-year students demonstrated a significantly higher overall level of self-regulation, as well as higher scores on the ‘Initiative’, ‘Independence’, and ‘Perseverance’ subscales. In contrast, second-year students scored significantly higher on the ‘Energy’ subscale. Both groups exhibited a predominance of success internalization, with the ‘Personal Success’ indicator being the highest-rated. Fourth-year students showed significantly higher values in ‘Result of Own Activity’, ‘Overcoming Obstacles’, and ‘Vocation’, while second-year students had a significantly higher level of ‘Recognition’.
Conclusions. The findings of this study can be applied in the educational process, providing university instructors with practical insights into the psychological characteristics of their students.
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