Implicit theories, goal orientations, and perceived competence: Impact on students' achievement behavior

Psychology in the Schools

Volumn 39, Issue 3, 2002, Pages 279-291

  Leondari, Angeliki ^a,c   Gialamas, Vasilios ^b  

^a UNIVERSITY OF THESSALY   (Greece)

^b UNIVERSITY OF ATHENS   (Greece)

^c Irinis 89   (Greece)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 24944560145     PISSN: 00333085     EISSN: None     Source Type: Journal    
DOI: 10.1002/pits.10035     Document Type: Article

References (58)

1. Ablard, K.E., & Mills, C.J. (1996). Implicit theories of intelligence and self-perceptions of academically talented adolescents and children. Journal of Youth and Adolescence, 25, 137-148.
2. Allen, S.J., & Hubbard, R. (1986). Regression equation of the latent roots or random data correlation matrices with unities on the diagonal. Multivariate Behavioral Research, 21, 393-398.
3. Anderman, E.M., & Midgley, C. (1997). Changes in achievement goal orientations and perceived classroom goal structures across the transition to middle level schools. Contemporary Educational Psychology, 22, 269-298.
4. Anderman, E.M., & Young, A.J. (1994). Motivation and strategy use in science: Individual differences and classroom effects. Journal of Research in Science Teaching, 31, 811-831.
5. Ames, C. (1990). What teachers need to know. Teachers College Record, 91, 409-421.
6. Ames, C. (1992). Achievement goals and classroom motivational climate. In J. Meece & D. Schunk (Eds.). Students' perceptions in the classroom (pp. 327-348). Hillsdale, NJ: Erlbaum.
7. Ames, C., & Archer, J. (1987). Mothers' beliefs about the role of ability and effort in school learning. Journal of Educational Psychology, 79, 409-414.
8. Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267.
9. Archer, J. (1994). Achievement goals as a measure of motivation in university students. Contemporary Educational Psychology, 19, 430-446.
10. Atkinson, J.W. (1957). Motivational determinants of risk-taking behavior. Psychological Review, 6, 359-372.
11. Bradley, I.V. (1982). The insidious L-shaped distribution. Bulletin of the Psychonomic Society, 20 (2), 85-88.
12. Brophy, J. (1983). Conceptualizing student motivation. Educational Psychologist, 18, 200-215.
13. Browne, M.W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. Bollen & J. Long (Eds.), Testing structural equation models (pp. 136-162). Newbury Park, CA: Sage.
14. Butler, R. (1992). What young people want to know when: Effects of mastery and ability goals on interest in different kinds of social comparisons. Journal of Personality and Social Psychology, 62, 934-945.
15. Comrey, A.L., & Lee, H.B. (1992). A first course in factor analysis (2nd ed.). Hillsdale, NJ: Erlbaum.
16. Deci, E.L., Vallerand, R.J., Pelletier, L.G., & Ryan, R.M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26, 325-346.
17. Duda, J.L., & Nicholls, J.G. (1992). Dimensions of achievement motivation in schoolwork and sport. Journal of Educational Psychology, 84, 290-299.
18. Dweck, C.S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
19. Dweck, C.S., & Leggett, E. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
20. Dweck, C.S., Chiu, C., & Hong, Y. (1995). Implicit theories and their role in judgements and reactions. A world from two perspectives. Psychological Inquiry, 6, 267-285.
21. Eccles, J.S., & Midgley, C. (1989). Stage-environment fit: Developmentally appropriate classrooms for young adolescents. In C. Ames & R. Ames (Eds.), Research on motivation in education. Vol. 3, Goals and cognitions (pp. 13-44). New York: Academic Press.
22. Eccles, J.S., Midgley, C. Wigfield, A. Buchanan, C.M., Reuman, D., Flanagan, C., & MacIver, D. (1993). Development during adolescence: The impact of stage-environment fit on adolescents' experience in schools and families. American Psychologist, 48, 90-101.
23. Efron, B. (1982). The jackknife, the bootstrap and other resampling plans. (SIAM Monograph #38). Philadelphia: Society for Industrial and Applied Mathematics.
24. Elliot, A.J., & Church, M.A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Educational Psychology, 72, 218-232.
25. Elliot, A.J., & Dweck, C. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5-12.
26. Elliot, A.J., & Harackiewicz, J.M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461-475.
27. Erdley, C.A., Cain, K.M., Loomis, C.C., Dumas-Hines, F., & Dweck, C.S. (1997). Relations among children's social goals, implicit personality theories, and responses to social failure. Developmental Psychology, 33(2), 263-272.
28. Faria, L. (1996). Personal conceptions of intelligence: A developmental study in Portugal. Psychological Reports, 79, 1299-1305.
29. Featherman, D., Spenner, K., & Tsunematsu, N. (1988). Class and the socialization of children: Constancy, change, or irrelevance. In E.M. Hetherington, R. Lerner, & M. Perlmutter (Eds.), Child development in life-span perspective (pp. 67-90). Hillsdale, NJ: Lawrence Erlbaum.
30. Gervey, B.M., Chiu, C., Hong, Y., & Dweck, C. (1999). Differential use of person information in decisions about guilt versus innocence: The role of implicit theories. Personality and Social Psychology Bulletin, 25(1), 17-27.
31. Harackiewicz, J.M., & Elliot, A.J. (1993). Achievement goals and intrinsic motivation. Journal of Personality and Social Psychology, 65, 904-915.
32. Harackiewicz, J.M., Barron, K.E., Elliot, A.J., Carter, S.M., & Lehto, A.T. (1997). Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. Journal of Personality and Social Psychology, 73(6), 1284-1295.
33. Harter, S. (1982). The Perceived Competence Scale for Children. Child Development, 53, 87-97.
34. Harter, S. (1985). Manual for the Self-Perception Profile for Children. Denver, CO: University of Denver.
35. Hoyle, R.H., & Panter, A.T. (1995). Writing about structural equation models. In R. Hoyle (Ed.), Structural equation modeling: Concepts, issues, and applications (pp. 158-176). Thousand Oaks, CA: Sage.
36. Hu, L.T., & Bentler, P.M. (1995). Evaluating model fit. In R. Hoyle (Ed.), Structural equation modeling: Concepts, issues, and applications (pp. 158-176). Thousand Oaks, CA: Sage.
37. Maehr, M.L. (1991). The "psychological environment" of the school: A focus for school leadership. In P. Thurston & P. Zodhiates (Eds.), Advances in educational administration (pp. 51-81). Greenwich, CT: JAI.
38. McClelland, D.C. (1951). Measuring motivation in phantasy: The achievement motive. In H. Guetzkow (Ed.), Groups, leadership and men (pp. 191-205). Pittsburgh, PA: Carnegie Press.
39. Meece, J., Blumenfeld, P., & Hoyle, R. (1988). Students' goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514-523.
40. Meece, J., & Holt, K. (1993). A pattern analysis of students' achievement goals. Journal of Educational Psychology, 85, 582-590.
41. Middleton, M.J., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology, 89(4), 710-718.
42. Midgley, C., & Urdan, T. (1995). Predictors of middle school students' use of self-handicapping strategies. Journal of Early Adolescence, 15, 389-411.
43. Midgley, C., Anderman, E., & Hicks, L. (1995). Differences between elementary and middle school teachers and students: A goal theory approach. Journal of Early Adolescence, 15, 90-113.
44. Midgley, C., Kaplan, A., Middleton, M., Maehr, M.L., Urdan, T., Hicks Anderman, L., Anderman, E., & Roeser, R. (1998). The development and validation of scales assessing students' achievement goal orientations. Contemporary Educational Psychology, 23, 113-131.
45. Nicholls, J.G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard Univ. Press.
46. Nicholls, J.G., Cobb, P., Wood, T., Yackel, E., & Patashnick, M. (1990). Assessing students' theories of success in mathematics: Individual and classroom differences. Journal of Research in Mathematics Education, 21, 109-122.
47. Nicholls, J.G., & Miller, A.T. (1983). The differentiation of the concepts of difficulty and ability. Child Development, 54, 951-959.
48. Nolen, S. (1988). Reasons for studying: Motivational orientations and study strategies. Cognition and Instruction, 5, 269-287.
49. Pintrich, P., & Garcia, T. (1991). Student goal orientation and self-regulation in the college classroom. In M.L. Maehr & P.R. Pintrich (Eds.), Advances in motivation and achievement (vol. 7, pp. 371-402). Greenwich, CT: JAI Press.
50. Roeser, R.W., Midgley, C., & Urdan, T.C. (1996). Perceptions of the school psychological environment and early adolescent's psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88(3), 408-422.
51. Schraw, G., Horn, C., Thorndike-Christ, T., & Bruning, R. (1995). Academic goal orientations and student classroom achievement. Contemporary Educational Psychology, 20, 359-368.
52. Schunk, D.H. (1989). Self-efficacy and achievement behaviors. Educational Psychology Review, 1, 173-208.
53. Skaalvik, E.M. (1997). Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 89(1), 71-81.
54. Stipek, D., & Gralinski, H. (1996). Children's beliefs about intelligence and school performance. Journal of Educational Psychology, 88(3), 397-407.
55. Tabachnick, B.G., & Fidell, L.S. (1996). Using multivariate statistics (3rd ed.). New York: Harper Collins.
56. Weiner, B. (1990). History of motivational research in education. Journal of Educational Psychology, 82, 616-622.
57. Wentzel, K.R. (1991). Social and academic goals at school: Motivation and achievement in context. In M.L. Maehr & P.R. Pintrich (Eds.), Advances in motivation and achievement (vol. 7, pp. 185-212). Greenwich, CT: JAI Press.
58. Zimmerman, B.J. (1990). Self-regulated academic learning and achievement: The emergence of a social cognitive perspective. Educational Psychology Review, 2, 173-201.