Achievement goals, motivational self-talk, and academic engagement among Chinese students

Citation data:

Asia Pacific Education Review, ISSN: 1598-1037, Vol: 18, Issue: 3, Page: 295-307

Publication Year:
2017
Usage 3
Abstract Views 2
Link-outs 1
Social Media 2
Tweets 2
DOI:
10.1007/s12564-017-9495-4
Author(s):
Cen Wang, Sungok Serena Shim, Christopher A. Wolters
Publisher(s):
Springer Nature
Tags:
Social Sciences
Most Recent Tweet View All Tweets
article description
The present study investigated the mediating role of motivational self-talk strategies (i.e., mastery self-talk, extrinsic self-talk, and efficacy enhancement self-talk) in the relationships between achievement goals and academic engagement (i.e., involvement, withdrawal in the face of difficulties, avoidance of challenges, and disruptive behaviors) among 1096 10th grade students (43% male) in a selective Chinese high school. Structural equation models showed that total and desirable effects of mastery goals were partially mediated by motivational self-talk strategies. Performance approach goals were maladaptive and only weak partial mediation was found through motivational self-talk strategies. A similar pattern was observed with performance avoidance goals. Mastery self-talk and efficacy enhancement self-talk were related to positive patterns of engagement while extrinsic self-talk was related to maladaptive patterns of engagement. Theoretical, cultural, and practical implications are discussed.

This article has 0 Wikipedia mention.