A Correlational Study of the Relationships between Implicit Theories of Intelligence, Perceived Self-Efficacy, Self-Regulated Learning, and Academic Achievement of Undergraduate Students at an HBCU

Autor/in	Spicer, Margaret I.
Titel	A Correlational Study of the Relationships between Implicit Theories of Intelligence, Perceived Self-Efficacy, Self-Regulated Learning, and Academic Achievement of Undergraduate Students at an HBCU
Quelle	(2017), (169 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Morgan State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3551-2892-5
Schlagwörter	Hochschulschrift; Dissertation; Correlation; Self Efficacy; Academic Achievement; Undergraduate Students; Measures (Individuals); Predictor Variables; Grade Point Average; Regression (Statistics); Intelligence; Educational Theories; Black Colleges + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Korrelation; Self-efficacy; Selbstwirksamkeit; Schulleistung; Messdaten; Prädiktor; Regression; Regressionsanalyse; Intelligenz; Klugheit; Educational theory; Theory of education; Bildungstheorie
Abstract	The purpose of this study was to explore possible relationships between the implicit theories of intelligence, self-efficacy, self-regulated learning, and academic achievement of undergraduate students enrolled at an HBCU in a mid-Atlantic state. Three instruments were used in this study: (a) the Implicit Theory of Intelligence Scale (TOI), (b) the General Perceived Self-Efficacy Scale (GPSS), and (c) the Self-Regulated Learning Inventory (SRLI). Academic achievement was measured using the students' GPA as calculated by the institution of higher education. The results showed that the full regression model was not a good fit for predicting GPA. However, the study did identify a significant relationship between the three independent variables: implicit theories of intelligence, self-efficacy, and self-regulated learning. In addition, The TOI Entity Subscore was predictive of GPA. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01