NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1150809
Record Type: Journal
Publication Date: 2017-Sep
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1598-1037
EISSN: N/A
Achievement Goals, Motivational Self-Talk, and Academic Engagement among Chinese Students
Wang, Cen; Shim, Sungok Serena; Wolters, Christopher A.
Asia Pacific Education Review, v18 n3 p295-307 Sep 2017
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.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 10; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Identifiers - Assessments and Surveys: Patterns of Adaptive Learning Survey
Grant or Contract Numbers: N/A