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MOTIVATION OF SELF-RESPECT AND RESPECT BY OTHERS AS FACTORS OF ACADEMIC ACHIEVEMENTS AND PERSISTENCE IN EDUCATIONAL ACTIVITY
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MOTIVATION OF SELF-RESPECT AND RESPECT BY OTHERS AS FACTORS OF ACADEMIC ACHIEVEMENTS AND PERSISTENCE IN EDUCATIONAL ACTIVITY
Annotation
PII
S0205-95920000392-8-1
DOI
10.31857/S20000392-8-1
Publication type
Article
Status
Published
Authors
VIKTOR GIZHITSKY  Т. GAVRICHENKOV O. Sychev T. Gordeeva
Abstract
Two forms of external motivation of achievements - motivation of respect by other people and motivation of self-respect are compared. Based on research of motivational profiles of high school students (N = 315) it has been shown that motivation of self-respect is a typical pattern of academic motivation and unlike other types of extrinsic motivation acts as a predictor of educational persistence, the one that contributes positively into academic achievements. In the large, contribution of motivation of selfrespect into senior pupils' successfulness is less than of intrinsic one because of rather narrow spectrum of positive consequences connected mainly with persistence and its place in motivational profile of pupils from high-rating schools is significantly lower as compared to pupils from ordinary schools. On the other hand, motivation of respect by other people (parents), unlike self-respect one, does not contribute into senior pupils' persistence and affects negatively on their school results. It follows from the obtained results that motivation of self-respect is the best available motivator when intrinsic motivation is weak and while solving routine tasks.
Keywords
Motivation of respect by others, self-determination theory, persistence, academic achievements, high school students, motivation of self-respect, school deception
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