The pivotal role of effort beliefs in mediating implicit theories of intelligence and achievement goals and academic motivations

D.T. Tempelaar, B.C. Rienties, B. Giesbers, W.H. Gijselaers

Research output: Contribution to journalArticleAcademicpeer-review

2 Citations (Scopus)

Abstract

Empirical studies into meaning systems surrounding implicit theories of intelligence typically entail two stringent assumptions: that different implicit theories and different effort beliefs represent opposite poles on a single scale, and that implicit theories directly impact the constructs as achievement goals and academic motivations. Through an empirical study based on a large sample of university students, we aim to demonstrate that relaxing these stringent assumptions, and thereby using the meaning system framework to its full potential, will provide strong benefits: effort beliefs are crucial mediators of relationships between implicit theories and achievement goals and academic motivations, and the different poles of implicit theories and effort beliefs do expose different relationships with goal setting behaviour and academic motivations. A structural equation model, cross-validated by demonstrating gender-invariance of path coefficients, demonstrates that incremental and entity theory views have less predictive power than positive and negative effort beliefs in explaining achievement goals and motivations.

data source: Data sets by 1st author
Original languageEnglish
Pages (from-to)101-120
Number of pages20
JournalSocial Psychology of Education
Volume18
Issue number1
DOIs
Publication statusPublished - Mar 2015

Keywords

  • Self-theories
  • Implicit theories
  • Effort beliefs
  • Achievement goals
  • Academic motivations
  • Structural equation model
  • PERFORMANCE
  • DIRECTIONS
  • ABILITY

Cite this

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title = "The pivotal role of effort beliefs in mediating implicit theories of intelligence and achievement goals and academic motivations",
abstract = "Empirical studies into meaning systems surrounding implicit theories of intelligence typically entail two stringent assumptions: that different implicit theories and different effort beliefs represent opposite poles on a single scale, and that implicit theories directly impact the constructs as achievement goals and academic motivations. Through an empirical study based on a large sample of university students, we aim to demonstrate that relaxing these stringent assumptions, and thereby using the meaning system framework to its full potential, will provide strong benefits: effort beliefs are crucial mediators of relationships between implicit theories and achievement goals and academic motivations, and the different poles of implicit theories and effort beliefs do expose different relationships with goal setting behaviour and academic motivations. A structural equation model, cross-validated by demonstrating gender-invariance of path coefficients, demonstrates that incremental and entity theory views have less predictive power than positive and negative effort beliefs in explaining achievement goals and motivations.data source: Data sets by 1st author",
keywords = "Self-theories, Implicit theories, Effort beliefs, Achievement goals, Academic motivations, Structural equation model, PERFORMANCE, DIRECTIONS, ABILITY",
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The pivotal role of effort beliefs in mediating implicit theories of intelligence and achievement goals and academic motivations. / Tempelaar, D.T.; Rienties, B.C.; Giesbers, B.; Gijselaers, W.H.

In: Social Psychology of Education, Vol. 18, No. 1, 03.2015, p. 101-120.

Research output: Contribution to journalArticleAcademicpeer-review

TY - JOUR

T1 - The pivotal role of effort beliefs in mediating implicit theories of intelligence and achievement goals and academic motivations

AU - Tempelaar, D.T.

AU - Rienties, B.C.

AU - Giesbers, B.

AU - Gijselaers, W.H.

PY - 2015/3

Y1 - 2015/3

N2 - Empirical studies into meaning systems surrounding implicit theories of intelligence typically entail two stringent assumptions: that different implicit theories and different effort beliefs represent opposite poles on a single scale, and that implicit theories directly impact the constructs as achievement goals and academic motivations. Through an empirical study based on a large sample of university students, we aim to demonstrate that relaxing these stringent assumptions, and thereby using the meaning system framework to its full potential, will provide strong benefits: effort beliefs are crucial mediators of relationships between implicit theories and achievement goals and academic motivations, and the different poles of implicit theories and effort beliefs do expose different relationships with goal setting behaviour and academic motivations. A structural equation model, cross-validated by demonstrating gender-invariance of path coefficients, demonstrates that incremental and entity theory views have less predictive power than positive and negative effort beliefs in explaining achievement goals and motivations.data source: Data sets by 1st author

AB - Empirical studies into meaning systems surrounding implicit theories of intelligence typically entail two stringent assumptions: that different implicit theories and different effort beliefs represent opposite poles on a single scale, and that implicit theories directly impact the constructs as achievement goals and academic motivations. Through an empirical study based on a large sample of university students, we aim to demonstrate that relaxing these stringent assumptions, and thereby using the meaning system framework to its full potential, will provide strong benefits: effort beliefs are crucial mediators of relationships between implicit theories and achievement goals and academic motivations, and the different poles of implicit theories and effort beliefs do expose different relationships with goal setting behaviour and academic motivations. A structural equation model, cross-validated by demonstrating gender-invariance of path coefficients, demonstrates that incremental and entity theory views have less predictive power than positive and negative effort beliefs in explaining achievement goals and motivations.data source: Data sets by 1st author

KW - Self-theories

KW - Implicit theories

KW - Effort beliefs

KW - Achievement goals

KW - Academic motivations

KW - Structural equation model

KW - PERFORMANCE

KW - DIRECTIONS

KW - ABILITY

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