Correlation between self-control and life satisfaction among students of different academic years

The interrelation of self-control and life satisfaction among students of different courses of higher education institutions has been considered. The purpose of the study is to identify the features of this interrelationship at various stages of the educational process. A sample of full-time students from Moscow universities, covering five bachelor’s and specialist’s degree courses, has been used as an empirical base. The methodological tools included the Short Self-Control Scale (Brief Self-Control Scale), the Social Self-Control Scale (Self-Monitoring Scale), the Life Satisfaction Scale (Satisfaction with Life Scale), and the Subjective Happiness Scale (Subjective Happiness Scale). Statistical data processing has been carried out using the Shapiro-Wilk criterion to verify the distribution normality and Pearson correlation analysis to assess the interrelationship of the studied indicators. The results demonstrated that self-control positively correlates with life satisfaction in the junior years, reaching its maximum significance in the third year. At the senior stages, the impact of self-regulation weakens, giving way to social factors. The revealed patterns emphasize the need for a differentiated approach to psychological support for students, considering the stages of their professional and personal development. The prospect of further research is to analyze the impact of individual personality characteristics and external social determinants on subjective well-being regulation in the educational environment. The use of the longitudinal approach and additional methodological strategies will make it possible to clarify the mechanisms underlying these relationships.

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