IMPLICIT THEORIES OF INTELLIGENCE AND GOAL ORIENTATIONS IN RELATION TO SCHOOL ACHIEVEMENT
IMPLICIT THEORIES OF INTELLIGENCE AND GOAL ORIENTATIONS IN RELATION TO SCHOOL ACHIEVEMENT
Author(s): Adina-Petronela Vechiu, Roxana-Elena LEONTESubject(s): Philosophy, Social Sciences, Psychology, Sociology, Experimental Pschology, Psychology of Self, Clinical psychology, Behaviorism
Published by: Association of Social and Educational Innovation (ASEI)
Keywords: entity theories; incremental theories; performance-approach goals; mastery-approach goals; school achievement;
Summary/Abstract: This paper targets the exploration of the connection between the implicit theories of intelligence, the goal orientations and the school achievement in high school students. The group of participants contains 209 students from Iasi County. These students have filled in two research tools: Implicit Theories of Intelligence Questionnaire (Dweck, 2000) and Achievement Goal Questionnaire (Elliot & McGregor, 2001). School achievement has been operationalized considering the yearly average grades and it has been self-reported. The results have shown that the implicit theories of intelligence, as well as both categories of mastery-approach goals orientation, represent meaningful predictors of school achievement
Journal: International Journal of Social and Educational Innovation (IJSEIro)
- Issue Year: 8/2021
- Issue No: 16
- Page Range: 28-44
- Page Count: 17
- Language: English