Theories of intelligence and students' daily self-handicapping behaviors

Rickert, Nicolette P.; Meras, Inez L.; Witkow, Melissa R.

doi:10.1016/j.lindif.2014.08.002

Cited by 29 publications

(33 citation statements)

References 22 publications

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“…It does so because it shows in an ecologically valid setting, and through a longitudinal research design, that (self-reported) study regulation -and not only beliefs about the nature of effort (see Blackwell et al, 2007) or effort attributions (Hong et al, 1999) -relate to decreased study efforts and increased homework procrastination. In fact, these results fully align with a recent diary study which has shown that entity beliefs predicted lower mean levels of study efforts and higher mean levels of procrastination (Rickert, Meras, & Witkow, 2014). Apparently, a student who believes that his or her ability is fixed is more susceptible to question the usefulness of effort and hard work to attain a goal.…”

Section: Implicit Theoriessupporting

confidence: 86%

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 Theoriessupporting

confidence: 86%

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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“…Despite the wealth of empirical testing that has been devoted to understanding graduate performance, only a few variables seem to be reasonable predictors of academic performance. Demographic and psychosocial variables are at best small predictors of student performance and scores on secondary education standardised tests or A-levels are at best moderate predictors of tertiary academic performance (Richardson et al, 2012). The non-intellective constructs that Richardson et al, found that predicted GPA (modestly), were self-efficacy (one's belief in one's ability to succeed in specific situations or accomplish a task), effort regulation and grade goal.…”

Section: Measure What You Valuementioning

confidence: 99%

“…The extent to which GPA is a useful barometer for students advancing learning is however, debatable. Recent systematic reviews show the range of effects of GPA as indicators of performance vary from small (Richardson, Abraham, & Bond, 2012) to moderate (Schneider & Preckel, 2017). However, derived prior performance is suggested to aid future performance in a reciprocal way because it draws on knowledge (prior achievement and intelligence) and strategies (self-efficacy and goal-directed use of learning strategies) (Schneider & Preckel, 2017).…”

Section: Measure What You Valuementioning

confidence: 99%

“…However, derived prior performance is suggested to aid future performance in a reciprocal way because it draws on knowledge (prior achievement and intelligence) and strategies (self-efficacy and goal-directed use of learning strategies) (Schneider & Preckel, 2017). For example, in England and Wales A-level grades operationalise prior performance and are considered a proxy for cognitive ability, however, Richardson and colleagues found small weighted average correlations from a limited number of studies examining the association between A level grades (r = 0.25), measures of general intelligence (r = 0.20), and GPA (Richardson et al, 2012). This low-level association appears to be attributed to range restriction which attenuates the predictive utility of measures of cognitive ability (Jensen, 1980;Poropat, 2009).…”

Section: Measure What You Valuementioning

confidence: 99%

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Predicting gainful learning in Higher Education; a goal-orientation approach

Forsythe

Jellicoe

2018

Higher Education Pedagogies

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We present data that may not only provide direction to those who are interested in developing a measure of learning gain, but also provide a route for those wishing to directly enhance student performance through gainful learning. Richardson found that student performance showed moderate correlations with only three self-regulatory variables academic self-efficacy, grade goal and effort regulation. We examine how student self-regulatory behaviours and predict these predict feedback engagement and behavioural change. Data provide converging evidence suggesting that mastery approach goal orientations, challenging interventions from feedback, and motivational intentions are essential personal constructs linked to behavioural change. These tentative findings support the suggestion that measures of gainful learning could be operationalised as 'self-reported behaviours that suggest the productive acquisition of beneficial skills, knowledge and attitudes through study and experience' . Evidence is also offered indicating that more research is necessary to understand the measurement of mindset. ARTICLE HISTORY

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“…In an academic situation, self-handicapping is demonstrated in different forms such as alcohol and drug abuse, procrastination and failure to complete assignments, lack of studying lessons, lack of attention in the classroom and non-preparation for exams [12,[15][16][17][18][19], positive attitude toward cheating and acting it [20]. In contrast, self-efficacy is the opposite of self-handicapping and refers to individuals' beliefs about their own capabilities to do a certain level of performance.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Meta-Cognitive Skills Training on Self-Handicapping and Self-Efficacy of Students

Javidan

Khanzadeh

Abolghasemi

2018

IRJ

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Objectives: Considering the negative effect of self-handicapping on both mental and physical health and the positive effect of self-efficacy on success and efficacy of people, this research has been conducted with the aim of investigating the effect of meta-cognitive skills training on self-handicapping and self-efficacy of students. Methods:This research is an experimental study with pre/post-test, and 28 student participants were allocated to experimental and control groups randomly (14 persons per group). Jones and Rhodewalt Self-Handicapping Scale, Sherer and Maddux Self-Efficacy Scale, and Raven Standard Progressive Matrices Test had been utilized for data collecting. The meta-cognitive training program was provided to the experimental group within two months in six sessions while students of the control group did not receive any training. Results:Covariance analysis proposes that meta-cognitive training has a significant effect on decreasing self-handicapping in experimental group; however, there are no significant differences in the results of self-efficacy post-test in both experimental and control groups. Discussion:Findings of the present study suggest that meta-cognitive skills training-as an effective training program-could be used for decreasing students' self-handicapping. But with regards to the effectiveness of meta-cognitive skills training on self-efficacy, it is revealed that more variables are involved, and it needs further investigation.

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Theories of intelligence and students' daily self-handicapping behaviors

Cited by 29 publications

References 22 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

Predicting gainful learning in Higher Education; a goal-orientation approach

Effectiveness of Meta-Cognitive Skills Training on Self-Handicapping and Self-Efficacy of Students

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