scholarly journals The Pivotal Role of Effort Beliefs in Mediating Implicit Theories of Intelligence and Achievement Goals and Academic Motivations

2014 ◽  
Vol 18 (1) ◽  
pp. 101-120 ◽  
Author(s):  
Dirk T. Tempelaar ◽  
Bart Rienties ◽  
Bas Giesbers ◽  
Wim H. Gijselaers
Keyword(s):  
Achievement Goals ◽  
Implicit Theories ◽  
Pivotal Role ◽  
Implicit Theories Of Intelligence ◽  
Theories Of Intelligence ◽  
Academic Motivations

scholarly journals University instructors’ implicit theories of intelligence, achievement goals for teaching, and teaching quality

2021 ◽  
pp. 1-20
Author(s):  
Kristina Stockinger ◽  
Markus Dresel ◽  
Oliver Dickhäuser ◽  
Martin Daumiller
Keyword(s):  
Achievement Goals ◽  
Implicit Theories ◽  
Teaching Quality ◽  
Implicit Theories Of Intelligence ◽  
Theories Of Intelligence ◽  
University Instructors

scholarly journals Implicit Theories of Intelligence and Achievement Goals: A Look at Students’ Intrinsic Motivation and Achievement in Mathematics

2021 ◽  
Vol 12 ◽  
Author(s):  
Woon Chia Liu
Keyword(s):  
Intrinsic Motivation ◽  
Achievement Goals ◽  
Implicit Theories ◽  
Mathematics Performance ◽  
Equation Modeling ◽  
Implicit Theories Of Intelligence ◽  
Theories Of Intelligence ◽  
And Mathematics ◽  
Motivation And Achievement ◽  
Mastery Approach

The present research seeks to utilize Implicit Theories of Intelligence (mindsets) and Achievement Goal Theory to understand students’ intrinsic motivation and academic performance in mathematics in Singapore. 1,201 lower-progress stream students (596 males, 580 females, 25 missing data), ages ranged from 13 to 17 years (M = 14.68 years old, SD = 0.57), from 17 secondary schools in Singapore took part in the study. Using structural equation modeling, results confirmed hypotheses that incremental mindset predicted mastery-approach goals and, in turn, predicted intrinsic motivation and mathematics performance. Entity mindset predicted performance-approach and performance-avoidance goals. Performance-approach goal was positively linked to intrinsic motivation and mathematics performance; performance-avoidance goal, however, negatively predicted intrinsic motivation and mathematics performance. The model accounted for 35.9% of variance in intrinsic motivation and 13.8% in mathematics performance. These findings suggest that intrinsic motivation toward mathematics and achievement scores might be enhanced through interventions that focus on incremental mindset and mastery-approach goal. In addition, performance-approach goal may enhance intrinsic motivation and achievement as well, but to a lesser extent. Finally, the study adds to the literature done in the Asian context and lends support to the contention that culture may affect students’ mindsets and adoption of achievement goals, and their associated impact on motivation and achievement outcomes.

scholarly journals The role of concern for error in the relationship between implicit intelligence theory and the perceived competency

2020 ◽  
Vol 13 ◽  
Author(s):  
Mariane Doucet ◽  
Thérèse Bouffard ◽  
Carole Vezeau
Keyword(s):  
Mediation Analysis ◽  
Implicit Theories ◽  
Perceived Competence ◽  
Implicit Theories Of Intelligence ◽  
Theories Of Intelligence ◽  
Sense Of Competence ◽  
Intelligence Theory ◽  
Concern Over Mistakes ◽  
The Relationship

Little is known about how implicit theories of intelligence and perceived competence are related. This study examines whether concern over mistakes mediates this relationship. A total of 508 students (255 girls) in grade 4 or 5 completed self-reported surveys for four consecutive years. Each year, the results of the mediation analysis indicate that students who perceive their intelligence as more malleable have a stronger sense of competence (r = .25 to .32, p < .001), while the more concerned they are over mistakes, the lower their perceived competence (r = -.18 to -.26, p < .001). At each time of measurement, the concern over mistakes weakens the relationship between the conception of intelligence and perceived competence, which remains significant and moderate, but the role of concern over mistakes tends to fade over time. Keywords: intelligence theory, mistake preoccupation, perception of competence, mediation analysis, elementary and high school education La relation entre la théorie implicite de l'intelligence et la perception de compétence reste peu connue. Cette étude examine le rôle potentiellement médiateur de la préoccupation envers l'erreur dans cette relation. Les 508 élèves participants (255 filles) de 4e année ou 5e année du primaire au début de l'étude ont répondu aux questionnaires pendant quatre ans consécutifs. Les résultats des analyses de médiation faites tous les ans indiquent que plus les élèves ont une conception dynamique de l’intelligence, plus leur perception de compétence est élevée (r = .25 à .32, p < .001) alors que plus ils sont préoccupés par l’erreur, moins leur perception de compétence est élevée (r = -.18 à -.26, p < .001). À chaque temps de mesure, la préoccupation envers l'erreur diminue significativement le lien entre la conception de l'intelligence et la perception de compétence, mais ce dernier reste significatif et modéré. Mots-clés : théorie de l'intelligence, préoccupation envers l’erreur, perception de compétence, analyse de médiation, enseignement primaire et secondaire

Role of Implicit Theories of Intelligence in Predicting STEM Interest

2012 ◽  
Author(s):  
Melanie O. Longhurst ◽  
Erin E. Hardin
Keyword(s):  
Implicit Theories ◽  
Implicit Theories Of Intelligence ◽  
Theories Of Intelligence ◽  
Stem Interest
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