The relationship between schoolchildren’s academic success and well-being within the context of lifelong learning

Introduction. In the 21st century, the issue of how schoolchildren can influence their educational experience is becoming increasingly pertinent. Continuous reforms are a consistent feature of the Russian education system, which necessitates that students develop self-regulation skills, including goal-setting and planning, as well as maintaining their own perspective and well-being while shaping their educational journey. Aim. The current study aimed to establish the relationships between self-regulated learning (SRL), burnout, academic success, and well-being among secondary school students. Methodology and research methods. To identify relationships between constructs, the cross sectional survey method was employed with a sample of 1,798 secondary school students aged between 12 and 18 years from Krasnoyarsk Krai. The study measured constructs including SRL, burnout, the spectrum of psychological well-being, and academic performance in key subjects. Results and scientific novelty. The results of the study partially confirmed the research hypotheses. Positive characteristics – well-being, SRL, and academic success – are positively correlated with one another and negatively correlated with student burnout. However, the level of well-being among schoolchildren is negatively associated with academic success; this relationship is statistically insignificant for boys but statistically significant for girls. Well-being serves as a protective factor between burnout and academic success. Nevertheless, when combined with SRL, well-being negates the positive relationship between SRL and academic success, particularly for girls. Practical significance. The research findings suggest that teachers and other significant adults should pay closer attention to, and provide greater support for, the well-being of adolescent girls.

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