A Review of Conceptions of Ability and Related Motivational Constructs in Achievement Motivation

Li, Weidong; Lee, Amelia

doi:10.1080/00336297.2004.10491836

Cited by 35 publications

(28 citation statements)

References 79 publications

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“…Such benefits include higher rates of motivation, persistence and effort, a greater preference for learning and challenge, an ability to self-regulate behaviour, and an ability to generate strategies for improvement (Blackwell, Trzesniewski, & Dweck, 2007;Burnette et al, 2013;Chiu, Dweck, Tong, & Fu, 1997;Chiu, Hong, & Dweck, 1997;Dweck & Leggett, 1988;Gunderson et al, 2013;W. Li & Lee, 2004).…”

Section: Activity and Physical Educationmentioning

confidence: 99%

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A systematic review and meta-analysis of implicit theory research in sport, physical activity, and physical education

Vella

Braithewaite

Gardner

et al. 2016

International Review of Sport and Exercise Psychology

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1 AbstractThe purpose of this systematic review and meta-analysis was to gather, catalogue, assess and evaluate the available evidence examining implicit beliefs about ability in the sport, physical activity, and physical education contexts. A total of 43 studies were found, of which 39 were subjected to meta analyses. With only 7 experimental studies, the strength of evidence is moderate and the field would benefit from greater experimental work. Overall, incremental beliefs were moderately associated with a small group of theoretically-derived correlates, while entity beliefs were only weakly associated. The field would benefit from expanding these outcomes to include a wider range of pertinent outcomes. Researchers should focus their efforts on systematically exploring the most powerful ways of inducing adaptive implicit beliefs with the aim of providing solutions to significant problems such as preventing dropout from organised sports, improving academic grades in and beyond physical education, and increasing levels of physical activity.Key words: implicit beliefs, self-theories, motivation, incremental beliefs, entity beliefs 2 A Systematic Review and Meta-Analysis of Implicit Theory Research in Sport, Physical Activity, and Physical EducationImplicit beliefs about human traits and abilities over a wide variety of domains have consistently been shown to influence one's cognitions, affect, and behaviours (Burnette, O'Boyle, VanEpps, Pollack, & Finkel, 2013;Dweck, 1999;W. Li & Lee, 2004). Implicit beliefs are unconscious conceptions about the nature of human abilities and they exert a strong influence on motivational frameworks because they provide a schemata through which all achievement-related events are interpreted and responded to (Dweck & Leggett, 1988).There are two basic implicit beliefs: incremental beliefs and entity beliefs. Those who hold an incremental belief regard ability as a malleable and incremental quality that can be trained and developed, while those who hold an entity belief regard ability as a fixed or concrete entity (Dweck, 1999).Research across domains including sports, education, personality, and morality supports the adaptive benefits of incremental beliefs. Such benefits include higher rates of motivation, persistence and effort, a greater preference for learning and challenge, an ability to self-regulate behaviour, and an ability to generate strategies for improvement (Blackwell, Trzesniewski, & Dweck, 2007;Burnette et al., 2013;Chiu, Dweck, Tong, & Fu, 1997;Chiu, Hong, & Dweck, 1997;Dweck & Leggett, 1988;Gunderson et al., 2013;W. Li & Lee, 2004). Furthermore, implicit beliefs are particularly powerful predictors of adaptive or maladaptive responses following a failure or setback (Dweck & Leggett, 1988). As such, implicit beliefs may be important in sports and physical activity contexts where: failures and setback are numerous and occur often; the development of expertise requires effort and persistence over the course of many years; and the core goals of participation often rela...

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Section: Activity and Physical Educationmentioning

confidence: 99%

“…Implicit beliefs about human traits and abilities over a wide variety of domains have consistently been shown to influence one's cognitions, affect, and behaviours (Burnette, O'Boyle, VanEpps, Pollack, & Finkel, 2013;Dweck, 1999;W. Li & Lee, 2004).…”

Section: Activity and Physical Educationmentioning

confidence: 99%

A systematic review and meta-analysis of implicit theory research in sport, physical activity, and physical education

Vella

Braithewaite

Gardner

et al. 2016

International Review of Sport and Exercise Psychology

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“…The implicit beliefs about the ability that young athletes may have also play an important role in their motivation (Li & Lee, 2004). Dweck and colleagues have suggested that there are two clusters of beliefs that focus on the way people view the malleability of attributes (Dweck, 1999(Dweck, , 2002.…”

mentioning

confidence: 99%

Conceptions of ability and self-determined motivation in young Spanish athletes

Murcia

Gimeno

Galindo

et al. 2014

Psicol. Reflex. Crit.

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This investigation examined the relationship between implicit ability beliefs and self-determined motivation. The sample was comprised of 775 young athletes between the ages of 12 and 17 competing at national level in Spain. The participants completed the Spanish version of the Conceptions of the Nature of Athletic Ability Questionnaire (CNAAQ-2) and the Sport Motivation Scale (SMS). The results revealed a positive and signifi cant correlation between stable ability beliefs and learning ability, and between self-determined motivation and perceived sports ability. To the contrary, stable entity beliefs were negatively correlated with self-determined motivation. Competitiveness in sports was signifi cantly predicted by self-determined motivation, and the latter, in its turn, was positively predicted by learning belief and negatively by stable entity beliefs.

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“…dizaje de una habilidad deportiva), a nivel social (mayor percepción de igualdad de trato) y a nivel afectivo (importancia y utilidad conferida a la educación física) que acabe con cualquier trato desigual entre alumnas y alumnos en las clases de educación física Biddle et al, 2003;Li y Lee, 2004;Sarrazin et al, 1996). Con el propósito de profundizar en el conocimiento de la influencia de dichas variables psico-sociales sobre una mayor percepción de igualdad de trato e importancia de la educación física de las estudiantes, el estudio tuvo como objetivo analizar la relación predictiva de las creencias implícitas sobre la habilidad deportiva con el índice de autodeterminación, la percepción de igualdad de trato, la percepción de discriminación y la percepción de importancia de las alumnas sobre la asignatura de educación física.…”

Section: Discussionunclassified

Perception of Equal Treatment and the Importance of Physical Education of Adolescent Girls // Percepción de igualdad de trato e importancia de la educación física de alumnas adolescentes

2013

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ResumenEl estudio tuvo como objetivo analizar la relación predictiva entre las creencias implícitas de habilidad deportiva, el índice de autodeterminación, la percepción de discriminación, la percepción de igualdad de trato y la importancia y utilidad conferida a la educación física. Se utilizó una muestra de 330 alumnas con edades comprendidas entre los 13 y 16 años (M = 14.18; DT = 1.90). El análisis del modelo de regresión estructural mostró que la creencia incremental predijo positivamente el índice de autodeterminación, mientras que la creencia implícita de entidad lo hacía negativamente. El índice de autodeterminación predijo positivamente la percepción de igualdad de trato, la percepción de la importancia y utilidad concedida a la educación física y negativamente la percepción de discriminación. Los resultados son discutidos en relación a la promoción de un clima de aula centrado en la creencia incremental de que la habilidad deportiva se podría mejorar a través del aprendizaje, el esfuerzo y poder fomentar así una escuela coeducativa.Palabras clave: Educación física, discriminación, creencias implícitas de habilidad, motivación autodeterminada, coeducación. AbstractThe study aimed to analyze the relationship between implicit beliefs predictive of athletic ability, the rate of self-determination, perceived discrimination, perception of equal treatment and the importance and utility conferred to physical education. We used a sample of 330 students aged between 13 and 16 years (M = 14.18, SD = 1.90). The regression analysis of structural showed that incremental belief positively predicted self-determination index, while the implicit belief did negatively entity. The index positively predicted self-perception of equal treatment, the perception of the importance and value given to physical education and perceived discrimination negatively. The results are discussed in relation to the promotion of a classroom atmosphere focused on incremental belief that athletic ability can be improved through learning, effort and thus to foster co-educational school.

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A Review of Conceptions of Ability and Related Motivational Constructs in Achievement Motivation

Cited by 35 publications

References 79 publications

A systematic review and meta-analysis of implicit theory research in sport, physical activity, and physical education

A systematic review and meta-analysis of implicit theory research in sport, physical activity, and physical education

Conceptions of ability and self-determined motivation in young Spanish athletes

Perception of Equal Treatment and the Importance of Physical Education of Adolescent Girls // Percepción de igualdad de trato e importancia de la educación física de alumnas adolescentes

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