Implicit theories of intelligence, goal orientation, cognitive engagement, and achievement: A test of Dweck’s model with returning to school adults

Dupeyrat, Caroline; Mariné, Claudette

doi:10.1016/j.cedpsych.2004.01.007

Cited by 325 publications

(322 citation statements)

References 45 publications

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“…They have also been shown to be associated with other constructs including academic motivation (Ommundsen et al 2005), cognitive engagement (Dupeyrat and Mariné 2005), learning and achievement goals (Blackwell et al 2007;Dinger and Dickhäuser 2013), epistemic beliefs and goal orientations (Chen and Pajares 2010), selfefficacy (Chen and Pajares 2010;Davis et al 2011), and self-regulated learning (Burnette et al 2013;Greene et al 2010). While clearly an important framework, an alternative position on implicit theories exists with respect to the 'prototypical' nature of intelligence.…”

Section: Implicit Theories Of the Prototypical Nature Of Intelligencementioning

confidence: 99%

“…This framework is often subscribed to when examining retention within education. Underpinned by the recognition of academic achievement as a predictor of retention (Stinebrickner and Stinebrickner 2014), significant efforts have been invested in examining the role of implicit beliefs relative to such achievement with pertinent findings indicating a positive association (Blackwell et al 2007;Dai and Cromley 2014;Dupeyrat and Mariné 2005). Specifically within Science, Technology, Engineering and Mathematics (STEM) disciplines, Dai and Cromley (2014) elucidate the importance of students' developing and maintaining incremental beliefs towards their abilities.…”

Section: Implicit Theories Of Intelligence As Predictors Of Academic mentioning

confidence: 99%

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Implicit theories of intelligence in STEM education: perspectives through the lens of technology education students

Buckley

O'Connor

Seery

et al. 2018

Int J Technol Des Educ

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The educational significance of eliciting students' implicit theories of intelligence is well established with the majority of this work focussing on theories regarding entity and incremental beliefs. However, a second paradigm exists in the prototypical nature of intelligence for which to view implicit theories. This study purports to instigate an investigation into students' beliefs concerning intellectual behaviours through the lens of prototypical definitions within STEM education. To achieve this, the methodology designed by Sternberg et al. (J Pers Soc Psychol 41(1):37-55, 1981) was adopted with surveys being administered to students of technology education requiring participants to describe characteristics of intelligent behaviour. A factor analytic approach including exploratory factor analysis, confirmatory factor analysis and structural equation modelling was taken in analysing the data to determine the underlying constructs which the participants viewed as critical in their definition of intelligence. The findings of this study illustrate that students of technology education perceive intelligence to be multifaceted, comprising of three factors including social, general and technological competences. Implications for educational practice are discussed relative to these findings. While initially this study focuses on the domain of technology education, a mandate for further work in other disciplines is discussed.

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Section: Implicit Theories Of the Prototypical Nature Of Intelligencementioning

confidence: 99%

Section: Implicit Theories Of Intelligence As Predictors Of Academic mentioning

confidence: 99%

Implicit theories of intelligence in STEM education: perspectives through the lens of technology education students

Buckley

O'Connor

Seery

et al. 2018

Int J Technol Des Educ

View full text Add to dashboard Cite

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“…Um construto importante nesse contexto diz respeito à orientação à meta, isto é, o motivo básico que leva os indivíduos a demonstrarem competência ou realização. A orientação à meta, ou simplesmente meta de realização, tem despertado o interesse de pesquisadores da Educação e Psicologia (Dowson & McInerney, 2004;Dupeyrat & Mariné, 2005;Jagacinski & Duda, 2001;Pintrich, Conley & Kempler, 2003). Compreende a orientação adotada pelo indivíduo diante de uma tarefa que demanda demonstrar competência.…”

Section: Achievement Goals Among High School Students: Evidences Of Funclassified

“…No contexto do ensino médio, seguramente não é surpresa a maior pontuação dos participantes em metas de aprendizagem-aproximação. Estas têm sido apontadas na literatura como cruciais para o bom desempenho escolar (Dupeyrat & Mariné, 2005;Elliot & Church, 1997;, 2001Elliot & cols., 1999;Finney & cols., 2004 Os resultados sobre a relação das metas de realização e o desempenho escolar carecem mesmo de uma análise sistemática cuidadosa. Enquanto algumas pesquisas assinalam os efeitos prejudiciais da meta de execução (Ames, 1992;Archer, 1994;Dweck & Elliott, 1983), outros revelam seus efeitos positivos, principalmente quando interagindo com a orientação à meta de aprendizagem.…”

Section: Metas De Realização E Rendimento Acadêmicounclassified

“…Não obstante, o fato de os estudantes se orientarem a partir da comparação social com os demais colegas de sala é algo que merecerá atenção no futuro, uma vez que aqueles estudantes que se pautam por esse tipo de meta se revelam mais ansiosos, o que, seguramente, pode ser um agravante para o fracasso e o desempenho escolar insatisfatório (Gouveia, Gaião e Barbosa, Gouveia & Barbosa, 2004). Diferentemente, aqueles que se pautam por metas de aprendizagem e apresentam maiores expectativas de competência sentem-se mais confiantes e seguros, podendo ser isso determinante para se saírem melhor nos exames escolares (Dupeyrat & Mariné, 2005).…”

Section: Metas De Realização E Rendimento Acadêmicounclassified

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Metas de realização entre estudantes do ensino médio: evidências de validade fatorial e consistência interna de uma medida

Gouveia

Diniz

Santos

et al. 2008

Psic.: Teor. e Pesq.

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RESUMO -O presente estudo teve como objetivo principal conhecer evidências de validade fatorial e consistência interna do Questionário de Metas de Realização para o contexto brasileiro. Complementarmente, procurou avaliar em que medida as pontuações nesse instrumento se correlacionam com indicadores de desempenho escolar. Participaram da pesquisa 307 estudantes do ensino médio de duas escolas públicas (68%) e uma particular (32%) da cidade de João Pessoa. Esses tinham idade média de 17,6 anos (DP=3,94), sendo a maioria do sexo feminino (61,2%). Os resultados da análise de Componentes Principais indicaram a pertinência de assumir uma estrutura multifatorial, com quatro componentes teorizados de metas: aprendizagemaproximação, aprendizagem-evitação, execução-aproximação e execução-evitação. Esses componentes foram corroborados por meio de análises fatoriais confirmatórias, que testaram diferentes modelos alternativos. As metas de aprendizagem-aproximação caracterizaram a maioria dos participantes e suas pontuações foram positivamente correlacionadas com o desempenho escolar. Esses resultados foram discutidos tomando em conta a literatura acerca das metas de realização.Palavras-chave: metas; realização; motivação; desempenho escolar; questionário. Achievement Goals among High School Students: Evidences of Factorial Validity and Internal Consistency of a MeasureABSTRACT -The present study aimed at knowing evidences of factorial validity and internal consistency of the Achievement Goals Questionnaire to the Brazilian milieu. Moreover, it attempted to evaluate to what extent the scores on this instrument correlate themselves with indicators of scholar performance. The participants were 307 high school students from two public schools (68%) and one private school (32%), from João Pessoa city. Their mean age was 17.6 (SD=3.94), and the most of them were female (61.2%). Results of the Principal Components analysis suggested a multi-factor structure, with four theorized components of goals: mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance. All components were corroborated by confirmatory factor analyses, which tested different alternative models. The masteryapproach goals described most of the participants, and their scores were positively correlated with scholar performance. These findings were discussed based on the literature about achievement goals.Keywords: goals; achievement; motivation; scholar performance; questionnaire. No processo de ensino-aprendizagem, o aspecto motivacional parece crucial (Covington, 2000). Embora contribua a motivação do professor para ensinar, talvez mais fundamental seja o empenho dos alunos em aprender e as estratégias adotadas com tal finalidade. Um construto importante nesse contexto diz respeito à orientação à meta, isto é, o motivo básico que leva os indivíduos a demonstrarem competência ou realização. A orientação à meta, ou simplesmente meta de realização, tem despertado o interesse de pesquisadores da Educação e Psicologia (Dowson & McInerney, 20...

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The ebb and flow of learning motivation: The differentiated impact of the implicit theory of intelligence on learning behaviors

Rigolizzo

Zhu

2021

Human Resource Dev Quarterly

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Motivating employees to initiate, and continue to engage in, both formal and informal learning is a key challenge within human resources development (HRD). Research on the implicit theory of intelligence lends insight into this challenge by showing almost exclusively positive effects of having an incremental theory, wherein individuals associate ability with effort, on the motivation to learn. However, we propose that the motivation to learn may ebb and flow throughout the process of learning, and that the impact of the implicit theory of intelligence may be different for different learning behaviors. This study experimentally examines the differentiated effect of the implicit theory intelligence on five key learning behaviors that are required to develop new skills. They are taking on a challenge, paying attention to new information, elaborating on that information, practice with feedback, and reflection. Using data from an experimental study of 511 managers in the United States and direct measures of each of the five learning behaviors, this study provides evidence that priming participants to associate effort with ability increases the likelihood that they will set challenging goals and practice with feedback, but makes them less likely to reflect. These findings provide insight for how HRD professionals can more purposefully construct learning interventions to account for multiple behaviors and changes in motivation.

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Implicit theories of intelligence, goal orientation, cognitive engagement, and achievement: A test of Dweck’s model with returning to school adults

Cited by 325 publications

References 45 publications

Implicit theories of intelligence in STEM education: perspectives through the lens of technology education students

Implicit theories of intelligence in STEM education: perspectives through the lens of technology education students

Metas de realização entre estudantes do ensino médio: evidências de validade fatorial e consistência interna de uma medida

The ebb and flow of learning motivation: The differentiated impact of the implicit theory of intelligence on learning behaviors

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