All individuals possess an inner voice that helps them to navigate life and its challenges. However, little is known about how children use self‐talk to maintain their momentary engagement during academic tasks. Using qualitative methods, this study investigated how 19 children (aged 8–12 years) from one primary school prospectively used self‐talk to maintain their motivation. Vignettes were used to prompt children's reports on what they would say to themselves to stay motivated during challenges they might typically encounter in the classroom. These included becoming frustrated or tired, and having to choose between work and play. The data were deductively coded into 11 coping families typically measured in academic settings within the framework of motivational resilience. The data were then inductively coded within the best represented coping families to uncover subthemes of coping. The results extend the motivational resilience literature and illustrate the multidimensional nature of coping with challenges in classrooms.

中文翻译：

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童年中期的自言自语：学习过程中的动机恢复能力的机制

每个人都有内心的声音，可以帮助他们应对生活及其挑战。但是，对于孩子在学业时如何利用自我交谈来保持他们的瞬时参与度知之甚少。本研究采用定性方法，调查了来自一所小学的19名儿童（8至12岁）如何前瞻性地使用自我对话来保持他们的动机。小插图被用来提示孩子们在他们可能会在课堂上通常遇到的挑战中对自己说的保持动力的报告。这些包括变得沮丧或疲倦，以及必须在工作和娱乐之间进行选择。数据被演绎编码为11个应对系列，通常在动机弹性框架内的学术环境中进行测量。然后将数据归纳为代表能力最强的应对家庭，以发现应对的子主题。结果扩展了激励弹性文献，并说明了应对教室中挑战的多维本质。