Thus, we have proposed and tested the viability of a process model, in which achievement goals affect studentsвЂ™ engagement through triggering different types of motivational self-talk using structural equation modeling. According to the social-cognitive model of self-regulated learning, studentsвЂ™ use of self-regulatory talks is likely to be affected by their overarching goals (Pintrich 2000, 2004). However, previous studies have examined the roles of achievement goals and motivational self-talk rather independently of each other. Prior research has emphasized achievement goals (i.e., different reasons and purposes for academic learning, see Elliot 2005 for a review) as powerful predictors of engagement as well as motivational self-talk (Wolters and Benzon 2013 Wolters and Rosenthal 2000 Wolters et al. While investigating the association between various motivational self-talk strategies, we also considered the antecedent of self-talk. Although the role of self-talk has been emphasized from the constructivist view of education (Vygotsky 1987), the exact function of motivational self-talk with respect to engagement has rarely been examined, especially among secondary school students. Motivational self-talk refers to strategic inner talk, aiming to enhance oneвЂ™s own effort and persistence toward goal completion in demotivating situations (McCann and Garcia 1999 Wolters 1999, 2003). When it gets difficult to persist at a task at hand, instead of simply abandoning the work, students may engage in purposeful self-talk to encourage themselves to persist. In the present study, we focused on the nature and function of motivational self-talk. Theoretical, cultural, and practical implications are discussed. 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. A similar pattern was observed with performance avoidance goals. Performance approach goals were maladaptive and only weak partial mediation was found through motivational self-talk strategies. Structural equation models showed that total and desirable effects of mastery goals were partially mediated by motivational self-talk strategies. 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.

Pupcet reviewer 2013