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The pivotal role of effort beliefs in mediating implicit theories of intelligence and achievement goals & academic motivations

Tempelaar, DirkT.; Rienties, Bart; Giesbers, Bas and Gijselaers, Wim H. (2015). The pivotal role of effort beliefs in mediating implicit theories of intelligence and achievement goals & academic motivations. Social Psychology of Education, 18(1) pp. 101–120.

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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.

Item Type: Journal Item
Copyright Holders: 2014 Springer Science+Business Media Dordrecht
ISSN: 1573-1928
Keywords: self-theories; implicit theories; effort beliefs; achievement goals; academic motivations; structural equation model
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Item ID: 41816
Depositing User: Bart Rienties
Date Deposited: 16 Jan 2015 09:40
Last Modified: 09 Dec 2018 20:49
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