Primary School Students’ Implicit Theories and Their Reading 					Motivation

Hellmich, Frank; Hoya, Fabian

doi:10.1027/2151-2604/a000288

Cited by 14 publications

(7 citation statements)

References 32 publications

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“…This suggests that the more frequently people offer ability-focused praise, the lower their growth mindset. That is in line with previous studies on receiving praise (e.g., Hellmich & Hoya, 2017;Pomerantz & Kempner, 2013). However, there are some limitations to Study 1.…”

Section: Main Analysissupporting

confidence: 88%

“…In Study 1, we examined the relationships between praise behavior and mindset about intelligence; we focused on praise between friends. As an index of praise behavior, we measured frequency of offering ability-focused and effort-focused praise based on previous studies (Hellmich & Hoya, 2017;Pomerantz & Kempner, 2013). Frequency of praise is often used in field studies on receiving praise, and research showed that the more frequently children received ability-focused praise from parents in daily life, the less they endorsed the growth mindset (Pomerantz & Kempner, 2013).…”

Section: Studymentioning

confidence: 99%

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Praise affects the “Praiser”: Effects of ability-focused vs. effort-focused praise on motivation

Kakinuma

Nakai

Hada

et al. 2020

The Journal of Experimental Education

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Considerable research has shown that receiving effort-focused praise affects motivation positively, while ability-focused praise affects motivation negatively. However, these studies have investigated only the effects on the one receiving praise (the praisee). Therefore, we examined the effects of praise on the one offering praise (the praiser), focusing on the student-to-student context. With consideration to previous studies addressing effects of communication on the communicator, we predicted that praise would have the same effects on the praiser as on the praisee. Study 1, a correlational study in a realistic hypothetical scenario situation, revealed that frequency of offering ability-focused praise was negatively related to endorsement of the growth mindset. Study 2, a scenario-based experiment, revealed that participants who had offered ability-focused praise reported less task enjoyment than participants who had offered objective feedback, although there was no significant difference in growth mindset. Study 3, an interpersonal experiment in a laboratory, replicated the negative relational pattern between ability-focused praise and the praiser's task enjoyment while also revealing the same pattern in the praiser's positive outcome emotions: pride and hope. These findings on the negative effect of ability-focused praise on the praiser have critical implications for education, wherein praise is often used.

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Section: Main Analysissupporting

confidence: 88%

Section: Studymentioning

confidence: 99%

Praise affects the “Praiser”: Effects of ability-focused vs. effort-focused praise on motivation

Kakinuma

Nakai

Hada

et al. 2020

The Journal of Experimental Education

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“…Adolescents frequently adopt new behaviours and ways of thinking that lead to increased independence, selfsufficiency, and expression of familiarity with others. Finding ways to assist students succeed in the classroom without also looking into ways to improve their perceptions of themselves as learners can be challenging at times (Hellmich & Hoya, 2017). In addition, without helping them identify strategies to enhance their academic achievement, it is nearly hard to help them improve their self-concept.…”

Section: Physical Self-conceptmentioning

confidence: 99%

Relationship Between Self-Concept and Academic Achievement: An Evidence of Female Students

Bin-Tahir¹

2023

RLJ

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This study's goal was to look into the effects of several aspects of self-concept on academic achievement among university students between the ages of 18 and 19. The Self-Description Questionnaire-III was used to gauge self-perception, while college records supplied percentage achievement scores. A chance sampling design was utilised to choose 1470 participants at random. The link between the variables was investigated using Pearson's correlation and regression analysis. The study discovered a considerable positive association between academic self-concept and academic accomplishment, with some contribution from physical self-concept as well. The findings also demonstrated a substantial positive relationship between social self-concept and academic achievement, and regression analysis supported these conclusions. The study found that social self-concept is more essential than other factors.

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“…Broadly speaking, this research indicates that incremental theorists tend to respond better than entity theorists in the face of real or perceived failure (Cury et al, 2008;Snyder et al, 2014), including in response to negative feedback. For example, children's implicit theories of intelligence mediate the relationship between feedback and subsequent reading motivation, indicating that children's implicit theories of ability can help explain how reactions to feedback influence behavioural change (Hellmich & Hoya, 2017). Similarly, adolescents' implicit theories of ability differentially predict the effect of feedback on self-appraisals.…”

Section: Implicit Theories Of Ability and Feedback Formatmentioning

confidence: 99%

Leaders’ Reactions to 360° Feedback: Examining Individual Attributes and Format Effects

Traylor

Reyes

Cavanaugh³

et al. 2021

IJMKL

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Numerous studies have explored the role of feedback format, and individual differences in influencing reactions to and behaviour change following the receipt of 360° feedback. Recent research has considered the role that implicit theories of ability play in reactions to negative feedback. The current study replicates and extends this work, investigating the interaction between implicit theories of ability, feedback format (i.e., the inclusion of normative or normative and narrative feedback), and feedback valence as they relate to feedback reactions.Study design/methodology/approach: We conducted a quasi-experimental study of leaders in a large healthcare organization in the United States. Findings:We found that the interaction between implicit theories of ability and feedback format is dependent on feedback valence. Though implicit theories of ability moderate the relationship format and reactions for negative feedback, the effect did not hold when individuals received positive feedback. In addition, we did not find a statistically significant impact of normative and narrative (versus normative) feedback on reactions.Originality/value: This study extends our understanding of individual differences and feedback format in predicting reactions to feedback, providing important implications for both theory and practice.

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Primary School Students’ Implicit Theories and Their Reading Motivation

Cited by 14 publications

References 32 publications

Praise affects the “Praiser”: Effects of ability-focused vs. effort-focused praise on motivation

Praise affects the “Praiser”: Effects of ability-focused vs. effort-focused praise on motivation

Relationship Between Self-Concept and Academic Achievement: An Evidence of Female Students

Leaders’ Reactions to 360° Feedback: Examining Individual Attributes and Format Effects

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