Academic and emotional functioning in middle school: The role of implicit theories.

Romero, Carissa; Master, Allison; Paunesku, Dave; Dweck, Carol S.; Gross, James J.

doi:10.1037/a0035490

Cited by 261 publications

(238 citation statements)

References 61 publications

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“…Relevant to the focus of our study, past research has indicated that students who favored incremental over entity beliefs have higher grades (Romero, Master, Paunesku, Dweck, & Gross, 2014), endorse more learning goals (Blackwell, Trzesniewski, & Dweck, 2007), use better reading strategies (Braasch, Braten, Stromso, & Anmarkrud, 2014), and practice more (Cury, Da Fonseca, Zahn, & Elliot, 2008). Conversely, entity beliefs have been linked with decreases in intrinsic motivation (Haimovitz, Wormington, & Corpus, 2011) and academic disengagement (Martin, Nejad, Colmar, & Liem, 2013).…”

Section: Implicit Ability Beliefsmentioning

confidence: 88%

Adolescents’ autonomous functioning and implicit theories of ability as predictors of their school achievement and week-to-week study regulation and well-being

Mouratidis

Michou

Vassiou

2017

Contemporary Educational Psychology

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a b s t r a c tResearch on students' motivation has mainly focused on interpersonal differences rather than on the ongoing, intrapersonal dynamics that forge students' everyday life. In this five-month longitudinal (diary) study, we recruited a sample of 179 high school students from Greece (35.8% males; M age = 16.27; SD = 1.02) to investigate through multilevel analyses the ongoing dynamics of students' motivation. We did so by examining the relation between autonomous functioning and aspects of study regulation (namely, study efforts and procrastination) and well-being (namely, subjective vitality and depressive feelings). After controlling for perceived competence, we found week-to-week autonomous functioning to relate positively to study efforts and subjective vitality and negatively to procrastination and depressive feelings. Interestingly, implicit theories of ability -the degree to which one believes that ability is fixed or amenable -were found to moderate the week-to-week relations of autonomous functioning to study efforts and homework procrastination. In particular, autonomous functioning co-varied positively to study efforts and negatively to homework procrastination only among students who believed that ability is malleable. Also, beliefs that ability is fixed predicted poorer grades, lower mean levels of study efforts, and higher homework procrastination. The results underscore the necessity of taking a more dynamic view when studying motivational phenomena and the importance of jointly considering the implicit theory framework and self-determination theory.

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Section: Implicit Ability Beliefsmentioning

confidence: 88%

Adolescents’ autonomous functioning and implicit theories of ability as predictors of their school achievement and week-to-week study regulation and well-being

Mouratidis

Michou

Vassiou

2017

Contemporary Educational Psychology

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“…Although certain studies have found correlations between growth mindset (towards intelligence) and aspects of subjective wellbeing (e.g., Chan 2012; Kern et al 2015), other studies found no relationship (Romero et al 2014). Most studies have examined the effects of mindset on motivation and achievement outcomes (Burnette et al 2013;Gunderson et al 2013), rather than happiness.…”

Section: Discussionmentioning

confidence: 99%

Strengths and Subjective Wellbeing in Adolescence: Strength-Based Parenting and the Moderating Effect of Mindset

et al. 2017

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Recent research suggests that strength-based parenting-the tendency for parents to see and encourage children to use their strengths-relates to lower stress and higher life satisfaction in adolescents. The current study tests whether strength-based parenting, in conjunction with a teenager's strengths use, influences the teenager's subjective wellbeing, and whether a growth mindset moderates the relationship between strength-based parenting and strengths use. Three hundred and sixty three adolescents (M age = 13.74, 51% female) completed questionnaire measures of strength-based parenting, strengths use, subjective wellbeing (life satisfaction, positive affect, and negative affect), Extraversion, Neuroticism, and two aspects of growth mindset. A hierarchical regression using latent variables found that strengths use and strength-based parenting were both significant independent predictors of subjective wellbeing, over and above the effects of extraversion and neuroticism. A mediation analysis found that strengths use partially mediated the relationship between strength-based parenting and subjective wellbeing. Finally, a novel measure of strengths mindset significantly moderated the relationship between strength-based parenting and strengths use. These results suggest that adolescents who see their parents as strength-based report greater strengths use (especially when they have a growth mindset about their strengths) and greater subjective wellbeing.

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“…A fixed mindset means that an individual believes that ability and intelligence are unchanging whereas a growth mindset means an Bazelais et al / Grit, Mindset, and Academic Performance 4 / 10 individual believes that ability and intelligence are malleable traits and can be improved and made stronger. Blackwell et al (2007) and Romero et al (2014) suggested that students who adopt a growth mindset are more likely to have increased academic achievement because they perceive difficult tasks and situations as opportunities for self-improvements and often seek out challenging learning environments. Miller et al (2003) further suggested that promoting a growth mindset can help them to set goals and to persevere when encountering difficult tasks.…”

Section: Discrepancy In Findingsmentioning

confidence: 99%

Grit, Mindset, and Academic Performance: A Study of Pre-University Science Students

Bazelais

Lemay

Doleck

et al. 2018

EURASIA J MATH SCI T

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Recent studies in educational psychology highlight the role of motivational variables such as trait-like perseverance. Studies have linked such variables (e.g., grit and mindset) to academic performance. However, research has reported inconsistent findings in explaining academic achievement differences. Drawing from a sample of pre-university students (N = 309), the present study assesses the efficacy of both grit and mindset in predicting academic achievement. The results suggest that neither grit, nor mindset was predictive of academic achievement. These findings have significant theoretical and practical implications.

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Academic and emotional functioning in middle school: The role of implicit theories.

Cited by 261 publications

References 61 publications

Adolescents’ autonomous functioning and implicit theories of ability as predictors of their school achievement and week-to-week study regulation and well-being

Adolescents’ autonomous functioning and implicit theories of ability as predictors of their school achievement and week-to-week study regulation and well-being

Strengths and Subjective Wellbeing in Adolescence: Strength-Based Parenting and the Moderating Effect of Mindset

Grit, Mindset, and Academic Performance: A Study of Pre-University Science Students

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