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The article deals with the problem of healthy contingencies of self-respect (self-respect based on own achievements and competence and self-respect based on others’ acceptance) and neurotic contingencies of self-respect based on “pseudo-achievements”. According to A. Maslow’s theory of motivation, these two types of self-respect are expected to have different consequences for the psychological and school well-being of schoolchildren. The results showed that self-respect based on one’s own competence, efforts, and achievements predicted psychological well-being, intrinsic and autonomous academic motivation, and persistence. Self-respect based on others’ acceptance (approval) predicted only the motivation based on respect from parents and did not predict psychological well-being and persistence. Self-respect based on pseudo-achievements predicted external motivation and negatively predicted academic persistence (grit). The obtained results can serve as a basis for development of trainings which promote healthy self-respect by facilitation of personal competence development, constructive thinking, and ability to cope with difficult situations.

Tamara O Gordeeva

Principal contact for editorial correspondence.
Lomonosov Moscow State University Mokhovaya str., 11 (Bld. 9), Moscow, Russia, 125009

Tamara O. Gordeeva - Doctor of Psychology, Associate Professor, Associate Professor of the Department of Educational Psychology and Pedagogy of the Faculty of Psychology of Lomonosov Moscow State University (Moscow, Russia).

Maria V Lunkina

Lomonosov Moscow State University Mokhovaya str., 11 (Bld. 9), Moscow, Russia, 125009

Maria V. Lunkina - Postgraduate student of the Department of Educational Psychology and Pedagogy of the Faculty of Psychology of Lomonosov Moscow State University (Moscow, Russia).

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