The Relationship of Academic Motivation and Psychological Well-being in Primary School Age
The article presents data on the psychological well-being of primary school-age children with different types of academic motivation. The study involved 87 students of the 3rd-4th grades of Moscow secondary schools (41 boys and 46 girls). The questionnaires "Academic self-regulation" SRQ-A...
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| Format: | Article |
| Language: | Russian |
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Moscow State University of Psychology and Education
2022-12-01
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| Series: | Psihologo-Pedagogičeskie Issledovaniâ |
| Subjects: | |
| Online Access: | https://psyjournals.ru/en/journals/psyedu/archive/2022_n4/Kulagina_Kravtsova |
| _version_ | 1828065120191774720 |
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| author | Kulagina I.Y. Kravtsova M.A. |
| author_facet | Kulagina I.Y. Kravtsova M.A. |
| author_sort | Kulagina I.Y. |
| collection | DOAJ |
| description | The article presents data on the psychological well-being of primary school-age children with different types of academic motivation. The study involved 87 students of the 3rd-4th grades of Moscow secondary schools (41 boys and 46 girls). The questionnaires "Academic self-regulation" SRQ-A (modification and approbation on the Russian-language sample of T.O.Gordeeva, O.A.Sychev, M.F.Lynch), "Scale of psychological well-being of children aged 8-12 years" PWB-c (adaptation by D.V.Lubovsky, N.S.Milova), the projective technique "Unfinished sentences", allowing to identify indicators of motivation and psychological well-being (positive and negative aspects of children's lives). Positive connections of psychological well–being and components of its structure with intrinsic educational motivation, negative connections - with extrinsic academic motivation are established. It is shown that primary schoolchildren with a high level of psychological well–being are characterized by cognitive motivation, self-development motivation, awareness of the importance of educational activities for themselves, but at the same time - orientation to high academic performance. With a low level of psychological well-being in children, there is a pronounced extrinsic motivation, reflecting primarily the requirements of the teacher, a subjective perception of learning difficulties, a negative attitude to learning, preschool-type motivation with its hedonistic orientation.
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| first_indexed | 2024-04-10T23:09:18Z |
| format | Article |
| id | doaj.art-b85a91d315334b419987fb62016fe13d |
| institution | Directory Open Access Journal |
| issn | 2587-6139 |
| language | Russian |
| last_indexed | 2024-04-10T23:09:18Z |
| publishDate | 2022-12-01 |
| publisher | Moscow State University of Psychology and Education |
| record_format | Article |
| series | Psihologo-Pedagogičeskie Issledovaniâ |
| spelling | doaj.art-b85a91d315334b419987fb62016fe13d2023-01-13T06:37:41ZrusMoscow State University of Psychology and EducationPsihologo-Pedagogičeskie Issledovaniâ2587-61392022-12-01144355110.17759/psyedu.2022140403The Relationship of Academic Motivation and Psychological Well-being in Primary School AgeKulagina I.Y.0 Kravtsova M.A.1Moscow State University of Psychology and Education, Moscow, RussiaMoscow State University of Psychology and Education, Moscow, RussiaThe article presents data on the psychological well-being of primary school-age children with different types of academic motivation. The study involved 87 students of the 3rd-4th grades of Moscow secondary schools (41 boys and 46 girls). The questionnaires "Academic self-regulation" SRQ-A (modification and approbation on the Russian-language sample of T.O.Gordeeva, O.A.Sychev, M.F.Lynch), "Scale of psychological well-being of children aged 8-12 years" PWB-c (adaptation by D.V.Lubovsky, N.S.Milova), the projective technique "Unfinished sentences", allowing to identify indicators of motivation and psychological well-being (positive and negative aspects of children's lives). Positive connections of psychological well–being and components of its structure with intrinsic educational motivation, negative connections - with extrinsic academic motivation are established. It is shown that primary schoolchildren with a high level of psychological well–being are characterized by cognitive motivation, self-development motivation, awareness of the importance of educational activities for themselves, but at the same time - orientation to high academic performance. With a low level of psychological well-being in children, there is a pronounced extrinsic motivation, reflecting primarily the requirements of the teacher, a subjective perception of learning difficulties, a negative attitude to learning, preschool-type motivation with its hedonistic orientation. https://psyjournals.ru/en/journals/psyedu/archive/2022_n4/Kulagina_Kravtsovaintrinsic academic motivationextrinsic academic motivationcomponents of psychological well-beingpositive aspects of lifenegative aspects of lifeprimary schoolchildren |
| spellingShingle | Kulagina I.Y. Kravtsova M.A. The Relationship of Academic Motivation and Psychological Well-being in Primary School Age Psihologo-Pedagogičeskie Issledovaniâ intrinsic academic motivation extrinsic academic motivation components of psychological well-being positive aspects of life negative aspects of life primary schoolchildren |
| title | The Relationship of Academic Motivation and Psychological Well-being in Primary School Age |
| title_full | The Relationship of Academic Motivation and Psychological Well-being in Primary School Age |
| title_fullStr | The Relationship of Academic Motivation and Psychological Well-being in Primary School Age |
| title_full_unstemmed | The Relationship of Academic Motivation and Psychological Well-being in Primary School Age |
| title_short | The Relationship of Academic Motivation and Psychological Well-being in Primary School Age |
| title_sort | relationship of academic motivation and psychological well being in primary school age |
| topic | intrinsic academic motivation extrinsic academic motivation components of psychological well-being positive aspects of life negative aspects of life primary schoolchildren |
| url | https://psyjournals.ru/en/journals/psyedu/archive/2022_n4/Kulagina_Kravtsova |
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