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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.

About the authors

Tamara O Gordeeva

Lomonosov Moscow State University

Author for correspondence.
Email: tamgordeeva@gmail.com

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).

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

Maria V Lunkina

Lomonosov Moscow State University

Email: marusamendelevich@gmail.com

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).

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


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Copyright (c) 2017 Gordeeva T.O., Lunkina M.V.

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