Self-Motivation Strategies: The Quality of Internal Dialogue Is Important for Well-Being and Academic Success

The study, carried out on a large sample of students (N=820) during the period of forced online learning, made it possible to study the phenomenon of self-moti¬vation of educational activity, and the relationship of its different types with academic success and well-being. The results concerning sub...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Gordeeva T.O., Sychev O.A.
Formato:	article
Lenguaje:	RU
Publicado:	Moscow State University of Psychology and Education 2021
Materias:	self-motivation internal dialogue autonomous self-motivation academic motivation subjective well-being academic success Education L
Acceso en línea:	https://doaj.org/article/5906c0f74ee042728fc90f6decfcc54d
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:5906c0f74ee042728fc90f6decfcc54d
record_format	dspace
spelling	oai:doaj.org-article:5906c0f74ee042728fc90f6decfcc54d2021-11-12T07:07:21ZSelf-Motivation Strategies: The Quality of Internal Dialogue Is Important for Well-Being and Academic Success10.17759/pse.20212605011814-20522311-7273https://doaj.org/article/5906c0f74ee042728fc90f6decfcc54d2021-11-01T00:00:00Zhttps://psyjournals.ru/en/psyedu/2021/n5/Gordeeva_Sychev.shtmlhttps://doaj.org/toc/1814-2052https://doaj.org/toc/2311-7273The study, carried out on a large sample of students (N=820) during the period of forced online learning, made it possible to study the phenomenon of self-moti¬vation of educational activity, and the relationship of its different types with academic success and well-being. The results concerning subjective well-being are largely consistent with the data recently obtained by K. Sheldon and colleagues on American samples, and testify in favor of the importance of internal dialogue with oneself, based on the support of one’s own autonomy. In addition, with the help of structural equation modeling, it was shown that motives of learning activ¬ity are a partial mediator of these relations. Thus, the autonomous strategy of self-motivation is a predictor of the success of students’ learning activities, and this connection is partially mediated by another important source of well-being — the autonomous motivation, represented by internal and identified motivation. On the contrary, a controlled strategy of self-motivation, which presupposes a rigid (“oppressive”) style of self-motivation, was a predictor of the presence of con¬trolled academic motivation, amotivation and an inverse predictor of subjective well-being.Gordeeva T.O.Sychev O.A.Moscow State University of Psychology and Educationarticleself-motivationinternal dialogueautonomous self-motivationacademic motivationsubjective well-beingacademic successEducationLRUПсихологическая наука и образование, Vol 26, Iss 5, Pp 6-16 (2021)
institution	DOAJ
collection	DOAJ
language	RU
topic	self-motivation internal dialogue autonomous self-motivation academic motivation subjective well-being academic success Education L
spellingShingle	self-motivation internal dialogue autonomous self-motivation academic motivation subjective well-being academic success Education L Gordeeva T.O. Sychev O.A. Self-Motivation Strategies: The Quality of Internal Dialogue Is Important for Well-Being and Academic Success
description	The study, carried out on a large sample of students (N=820) during the period of forced online learning, made it possible to study the phenomenon of self-moti¬vation of educational activity, and the relationship of its different types with academic success and well-being. The results concerning subjective well-being are largely consistent with the data recently obtained by K. Sheldon and colleagues on American samples, and testify in favor of the importance of internal dialogue with oneself, based on the support of one’s own autonomy. In addition, with the help of structural equation modeling, it was shown that motives of learning activ¬ity are a partial mediator of these relations. Thus, the autonomous strategy of self-motivation is a predictor of the success of students’ learning activities, and this connection is partially mediated by another important source of well-being — the autonomous motivation, represented by internal and identified motivation. On the contrary, a controlled strategy of self-motivation, which presupposes a rigid (“oppressive”) style of self-motivation, was a predictor of the presence of con¬trolled academic motivation, amotivation and an inverse predictor of subjective well-being.
format	article
author	Gordeeva T.O. Sychev O.A.
author_facet	Gordeeva T.O. Sychev O.A.
author_sort	Gordeeva T.O.
title	Self-Motivation Strategies: The Quality of Internal Dialogue Is Important for Well-Being and Academic Success
title_short	Self-Motivation Strategies: The Quality of Internal Dialogue Is Important for Well-Being and Academic Success
title_full	Self-Motivation Strategies: The Quality of Internal Dialogue Is Important for Well-Being and Academic Success
title_fullStr	Self-Motivation Strategies: The Quality of Internal Dialogue Is Important for Well-Being and Academic Success
title_full_unstemmed	Self-Motivation Strategies: The Quality of Internal Dialogue Is Important for Well-Being and Academic Success
title_sort	self-motivation strategies: the quality of internal dialogue is important for well-being and academic success
publisher	Moscow State University of Psychology and Education
publishDate	2021
url	https://doaj.org/article/5906c0f74ee042728fc90f6decfcc54d
work_keys_str_mv	AT gordeevato selfmotivationstrategiesthequalityofinternaldialogueisimportantforwellbeingandacademicsuccess AT sychevoa selfmotivationstrategiesthequalityofinternaldialogueisimportantforwellbeingandacademicsuccess
_version_	1718431107685285888

Self-Motivation Strategies: The Quality of Internal Dialogue Is Important for Well-Being and Academic Success

Ejemplares similares