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

Cen Wang, Sungok Serena Shim, Christopher A. Wolters

Research output: Contribution to journalArticle

9 Citations (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)295-307
Number of pages13
JournalAsia Pacific Education Review
Volume18
Issue number3
Early online dateJun 2017
DOIs
Publication statusPublished - Sep 2017

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