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

Autor/inn/en	Tempelaar, Dirk T.; Rienties, Bart; Giesbers, Bas; Gijselaers, Wim H.
Titel	The Pivotal Role of Effort Beliefs in Mediating Implicit Theories of Intelligence and Achievement Goals and Academic Motivations
Quelle	In: Social Psychology of Education: An International Journal, 18 (2015) 1, S.101-120 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-014-9281-7
Schlagwörter	Intelligence; Goal Orientation; Correlation; Gender Differences; Achievement Need; Academic Achievement; Student Motivation; Structural Equation Models; Guidelines; Beliefs; Role; Theories; College Students + Suchen Sie Ihr Suchwort? Intelligenz; Klugheit; Zielorientierung; Zielvorstellung; Korrelation; Geschlechterkonflikt; Schulleistung; Schulische Motivation; Richtlinien; Belief; Glaube; Rollen; Theory; Theorie; Collegestudent
Abstract	Empirical studies into meaning systems surrounding implicit theories of intelligence typically entail two stringent assumptions: that different implicit theories and different effort beliefs represent opposite poles on a single scale, and that implicit theories directly impact the constructs as achievement goals and academic motivations. Through an empirical study based on a large sample of university students, we aim to demonstrate that relaxing these stringent assumptions, and thereby using the meaning system framework to its full potential, will provide strong benefits: effort beliefs are crucial mediators of relationships between implicit theories and achievement goals and academic motivations, and the different poles of implicit theories and effort beliefs do expose different relationships with goal setting behaviour and academic motivations. A structural equation model, cross-validated by demonstrating gender-invariance of path coefficients, demonstrates that incremental and entity theory views have less predictive power than positive and negative effort beliefs in explaining achievement goals and motivations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01