Intelligence beliefs, goal orientations and children’s academic achievement: does the children’s gender matter?

Diaconu‐Gherasim, Loredana R.; Tepordei, Ana-Maria; Măirean, Cornelia; Rusu, Andrei

doi:10.1080/03055698.2018.1443796

Cited by 14 publications

(12 citation statements)

References 48 publications

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“…In our sample, Cronbach’s alpha coefficients were acceptable, ranging from .71 to .74 at Time 1 and from .67 to .74 at Time 2, respectively. Similar values were previously reported on samples of Romanian early stage adolescents (e.g., the alpha ranged between .72 and .77; Diaconu-Gherasim et al, 2018). The composite mean scores were calculated for each subscale.…”

Section: Methodssupporting

confidence: 89%

“…As achievement goals are important determinants of a wide range of educational outcomes (e.g., persistence in academic tasks, engaging in future tasks, using effective cognitive processing strategies), greater attention should be devoted to factors that lead students to adopt different types of goals (Elliot & McGregor, 2001; Tuominen-Soini, Salmela-Aro, & Niemivirta, 2008). Among the most studied antecedents of achievement goals are students’ cognitive characteristics, like implicit motives, implicit theories of intelligence, and perceived competence (e.g., (Diaconu-Gherasim, Tepordei, Mairean, & Rusu, 2018; Elliot & McGregor, 2001). Of particular interest for the present paper, the role of affective factors has been quite neglected.…”

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confidence: 99%

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Depressive Symptoms and Achievement Goals: Parental Rejection as a Moderator

Măirean

Diaconu‐Gherasim

2019

The Journal of Early Adolescence

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This present study investigated the longitudinal relations between depressive symptoms and achievement goals and whether maternal and paternal rejection moderated these relations. A sample of 436 early adolescents ([Formula: see text]age = 13.19, 58.33% girls) filled in scales measuring the depressive symptoms (Time 1), parental rejection (Time 2; 1 year later), and achievement goals (Time 2). Early adolescents’ depressive symptoms were positively related to performance-avoidance goals and negatively related to mastery and performance-approach goals. Furthermore, the father’s rejection was positively related to the adolescents’ performance-avoidance and negatively related to mastery goals, whereas maternal rejection was not related to achievement goals. Finally, maternal rejection moderated the association between depressive symptoms and performance-avoidance goals 1 year later. The implications of these results for future studies and educational practices are discussed.

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Section: Methodssupporting

confidence: 89%

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confidence: 99%

Depressive Symptoms and Achievement Goals: Parental Rejection as a Moderator

Măirean

Diaconu‐Gherasim

2019

The Journal of Early Adolescence

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“…Mastery goal orientation has been found to be positively associated with growth mindset, both in observational (J. A. Chen & Pajares, 2010; Diaconu-Gherasim, Tepordei, Mairean, & Rusu, 2019) and experimental settings (Dinger & Dickhäuser, 2013; Lou & Noels, 2016; Song et al, 2020). In Dinger and Dickhäuser’s (2013) experimental study, 80 university students were randomly assigned to a fixed or growth mindset condition.…”

Section: Growth Mindset and Mastery Goal Orientationmentioning

confidence: 99%

A growth mindset lowers perceived cognitive load and improves learning: Integrating motivation to cognitive load.

Xu¹,

Koorn²,

Koning³

et al. 2021

Journal of Educational Psychology

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Many large-scale, school-based interventions have attempted to improve academic performance through promoting students' growth mindset, defined as the belief that one's intellectual ability can increase with practice and time. However, most have shown weak to no effects. Thus, it is important to examine how growth mindset might affect retention and transfer of learning, as well as process-related variables such as cognitive load. In a double-blind, randomized controlled experiment based on 138 secondary school students, the effects of an experimentally induced growth mindset belief were examined during a learning phase in a classroom setting. Participants in the growth mindset condition perceived a lower intrinsic load and extraneous load and performed better on retention and transfer tests. Students with some prior knowledge also reported a higher mastery goal orientation. Supplementary mediation analysis suggested that the effect on transfer could be fully accounted for by changes in cognitive load perceptions. Future interventions may benefit from designs that promote motivational beliefs that reduce intrinsic and extraneous cognitive load perceptions. Educational Impact And Implications StatementThe experimental study is based on a sample of secondary school students who were presented a short lesson on how sound travels. The study showed that cultivating a growth mindset helped the learners adopt learning goals that focus on development of knowledge and skill. Learners also experienced less cognitive load and achieved deeper understanding of the lesson. These results imply that interventions targeting growth mindset may indeed increase learner motivation and improve learning.

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“…As stated earlier, the incremental belief (the belief that intelligence is modifiable) directly affected the AAE, so the mediation role of the goal orientations is considered a partial mediation. In line with this result, it was reported that the relationships between academic success and IBI were fully mediated by both performance goal orientations (Diaconu-Gherasim et al, 2018). Furthermore, Chen and Wong (2014) revealed that the incremental beliefs of intelligence contribute to students' academic performance by facilitating their endorsement of performance-approach goals and mastery goals.…”

Section: Discussionmentioning

confidence: 69%

The Direct and Indirect Effects of Implicit Beliefs of Intelligence on Academic Achievement in English among High School Students: Goal Orientation as a Mediator

Elhassan

Tharbe

Muhamad

2021

EJREP

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Introduction. High academic achievement in English is a valued key for high school students in Sudan to guide them toward a better life, career, and social opportunities. At the same time, many of the Sudanese students have linguistic, cultural, and rhetorical problems in the English language, and many of them face challenges in expressing themselves in English. Thus, the core purpose of this study is to explore what may help them in this matter; this includes examining the direct effects of the entity and incremental beliefs of intelligence on academic achievement in English and testing the indirect effects through goal orientation. Method. A quantitative research method was used by applying scales of implicit beliefs of intelligence (Dweck, 2000) and goal orientation (Elliot & Church, 1997). The data were collected using a cluster sampling technique from 392 respondents, mainly high school students in Sudan. A structural equation model (SEM-AMOS) of relations among constructs was employed to examine the relationships among the construct variables. Results. The findings of the structural equation modelling indicated that there was no direct effect of entity belief of intelligence and that there was a direct effect of incremental belief of intelligence on academic achievement in English. Regarding the mediation role of the goal orientation in the relationship between entity belief of intelligence and academic achievement in English, there was no mediation role play. Nevertheless, the goal orientation partially mediated the relationship between the incremental belief of intelligence and academic achievement in English among Sudanese high school students. Discussion and Conclusion. Academic achievement in English is influenced by students' motivations, beliefs of intelligence, and goal orientations. Accordingly, the English language of Sudanese high school students requires more attention and consideration for the incremental belief of intelligence, goal orientation, and other significant variables in order to support those students in Sudanese high schools to overcome their weaknesses in English and improve themselves so that they can achieve high scores academically in English.

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Intelligence beliefs, goal orientations and children’s academic achievement: does the children’s gender matter?

Cited by 14 publications

References 48 publications

Depressive Symptoms and Achievement Goals: Parental Rejection as a Moderator

Depressive Symptoms and Achievement Goals: Parental Rejection as a Moderator

A growth mindset lowers perceived cognitive load and improves learning: Integrating motivation to cognitive load.

The Direct and Indirect Effects of Implicit Beliefs of Intelligence on Academic Achievement in English among High School Students: Goal Orientation as a Mediator

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