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:
Usage 196
Abstract Views 185
Link-outs 11
Captures 15
Readers 14
Exports-Saves 1
Mentions 1
References 1
Social Media 10
Shares, Likes & Comments 8
Tweets 2
Citations 1
Citation Indexes 1
Cen Wang; Sungok Serena Shim; Christopher A. Wolters
Springer Nature
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.