The relationship between agency, self-regulation and self-management in high school
- DOI
- 10.5922/vestnikpsy-2025-1-9
- Pages
- 95—113
Abstract
This study explores the interconnections between agency, self-regulation, metacognition, and student self-governance among high school students in the Kaliningrad region. The main goal of this article is to identify the role of self-government in students’ agency and self-regulated learning as well as the consecration of their role in management strategies. The research addresses two key questions: the relationship between agency, self-regulation, and metacognition based on students’ participation in self-governance bodies, and the differences in these indicators based on gender, grade, and type of self-governance. To answer these questions, a cross-sectional study was conducted with students in grades 9—11 (n = 236) using questionnaires on self-regulation strategies, metacognition, and agency. The results of the Welch’s independent samples test showed that students involved in self-governance more frequently apply cognitive self-regulation strategies, as well as metacognitive strategies (planning, monitoring, and reflection). However, their agency is lower compared to those not involved in self-governance. No statistically significant differences were found based on the type of self-governance. Girls more actively use cognitive strategies than boys, but no differences were found in other indicators. This study emphasizes the importance of further analysis of the role of student self-governance in the development of agency and self-regulated learning.