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- W1992602499 abstract "We investigated: (a) the associations of implicit theories and epistemological beliefs and their effects on the academic motivation and achievement of students in Grade 6 science and (b) the mean differences of implicit theories, epistemological beliefs, and academic motivation and achievement as a function of gender and race/ethnicity (N = 508). Path analysis revealed that an incremental view of ability had direct and indirect effects on adaptive motivational factors, whereas fixed entity views had direct and indirect effects on maladaptive factors. Epistemological beliefs mediated the influence of implicit theories of ability on achievement goal orientations, self-efficacy, and science achievement. Results are discussed in relation to Dweck and Leggett’s (1988) social-cognitive theory with a focus on middle school science." @default.
- W1992602499 created "2016-06-24" @default.
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- W1992602499 date "2010-01-01" @default.
- W1992602499 modified "2023-10-18" @default.
- W1992602499 title "Implicit theories of ability of Grade 6 science students: Relation to epistemological beliefs and academic motivation and achievement in science" @default.
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- W1992602499 doi "https://doi.org/10.1016/j.cedpsych.2009.10.003" @default.
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