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- W4313302502 abstract "<p>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.</p>" @default.
- W4313302502 created "2023-01-06" @default.
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- W4313302502 date "2022-01-01" @default.
- W4313302502 modified "2023-10-14" @default.
- W4313302502 title "The Relationship of Academic Motivation and Psychological Well-being in Primary School Age" @default.
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- W4313302502 doi "https://doi.org/10.17759/psyedu.2022140403" @default.
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