The Bulletin of National Defence University of Ukraine

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  • Vol. 20, No. 5, 2025

  • Conscious self-regulation and learning engagement as resources for the subjective well-being of the acquirers

  • Received 16.05.2025,
  • Revised 03.07.2025,
  • Accepted 30.09.2025
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Vol. 20, No. 5, 2025
  • conscious self-regulation; subjective well-being; educational involvement; resource approach; psychological resources
  • https://doi.org/10.33099/2617-6858-2025-87-5-131-138
  • Pages 131-138

The results of an empirical study within the current problem of finding psychological resources of subjective well-being are presented. The theoretical basis is a resource approach to the study of conscious self-regulation of achieving goals. It was established that the level of development of conscious self-regulation and the level of educational involvement make a significant contribution to maintaining the subjective well-being of applicants in the educational environment of higher education institutions. New data were obtained that the general level of development of conscious self-regulation and individual regulatory competencies (planning, modeling, programming, evaluation of results) are mediators of the influence of involvement on the subjective well-being of applicants. Expanding the understanding of the determinants of the subjective well-being of applicants, the obtained results provide new arguments in favor of the previously developed idea that conscious self-regulation as a meta-resource not only contributes to the success of solving various life problems, but also increases the influence of other psychological resources on it. The results of the study substantiate the productivity of psychological and pedagogical interventions aimed at the development of conscious self-regulation and maintaining educational involvement as significant resources of subjective satisfaction with the educational environment of youth

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