There is a limited body of research examining how students’ beliefs about intelligence and about their abilities relate to different learning environments. As reported here, I examined secondary school students’ beliefs, goals, and expectations guided by Zimmerman’s (2000) model of self-regulated learning. In this exploratory study, 230 secondary school students reported on their beliefs about learning and intelligence, as well as on their confidence in their self-regulatory abilities. I made comparisons between groups of students on beliefs, goals, and expectations based on their school stream, achievement, learning disability status, and gender. Both self-regulatory efficacy and reading mindset were significantly different for students based on their school stream and their achievement level. The findings of this exploratory study suggest a need for further research that focuses directly on whether at-risk students demonstrate maladaptive motivation and specifically on their beliefs, goals, and expectations of themselves as learners.
Prediction of Children’s Blood Lead Levels from Exposure to Lead in Schools’ Drinking Water—A Case Study in Tennessee, USA