Implicit theories, epistemic beliefs, and science motivation: A person-centered approach

Learning and Individual Differences

Volumn 22, Issue 6, 2012, Pages 724-735

  Chen, Jason A ^a  

^a The College of William and Mary   (United States)

Author keywords

Epistemic beliefs; Implicit theories; Latent profile analysis; Motivation; Science education

Indexed keywords

EID: 84868303892     PISSN: 10416080     EISSN: 18733425     Source Type: Journal    
DOI: 10.1016/j.lindif.2012.07.013     Document Type: Article

References (95)

1. Ames C., Archer J. Mothers' beliefs about the role of ability and effort in school learning. Journal of Educational Psychology 1987, 71:409-414.
2. Anderson C.A. Implicit theories in broad perspective. Psychological Inquiry 1995, 6:286-289.
3. Aronson J., Fried C.B., Good C. Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology 2002, 38:113-125.
4. Bandura A. Self-efficacy: The exercise of control 1997, W.H. Freeman, New York.
5. Baxter Magolda M.B. Knowing and reasoning in college: Gender-related patterns in students' intellectual development 1992, Jossey Bass, San Francisco.
6. Belenky M.F., Clinchy B.M., Goldberger N.R., Tarule J.M. Women's ways of knowing: The development of self, voice, and mind 1986, Basic Books, New York.
7. Bempechat J., Graham S., Jimenez N.V. The socialization of achievement in poor and minority students: A comparative study. Journal of Cross-Cultural Psychology 1999, 30:139-158.
8. Bergman, L. R., Magnusson, D., & El-Khouri, B. M. (2003). Studying individual development in an interindividual context: A person-oriented approach. In D. Magnusson (Series Ed.), Paths through life (Vol. 4). Mahwah, NJ: Erlbaum.
9. Blackwell L.S., Trzesniewski K.H., Dweck C.S. Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development 2007, 78:246-263.
10. Bråten I., Olaussen B.S. The relationship between motivational beliefs and learning strategy use among Norwegian college students. Contemporary Educational Psychology 1998, 23:182-194.
11. Bråten I., Olaussen B.S. Profiling individual differences in student motivation: A longitudinal cluster-analytic study in different academic contexts. Contemporary Educational Psychology 2005, 30:359-396.
12. Bråten I., Strømsø H.I. Epistemological beliefs and implicit theories of intelligence as predictors of achievement goals. Contemporary Educational Psychology 2004, 29:371-388.
13. Britner S.L. Motivation in high school science students: A comparison of gender differences in life, physical, and Earth science classes. Journal of Research in Science Teaching 2007, 45:955-970.
14. Britner S.L., Pajares F. Self-efficacy beliefs, race, and gender in middle school science. Journal of Women and Minorities in Science and Engineering 2001, 7:271-285.
15. Britner S.L., Pajares F. Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching 2006, 43:485-499.
16. Britner S.L., Pajares F. Science anxiety, self-efficacy, and self-concept of undergraduate biology students. Teacher education: Policy, practice, and research 2009, 251-264. Nova Science Publishers, New York. A. Selkirk, M. Tichenor (Eds.).
17. Bronfenbrenner U. The ecology of human development 1979, Harvard University Press, Cambridge, MA.
18. Brosnan M.J. The implications for academic attainment of perceived gender-appropriateness upon spatial task performance. The British Journal of Educational Psychology 1998, 68:203-215.
19. Buehl M.M., Alexander P.A. Motivation and performance differences in students' domain-specific epistemological belief profiles. American Educational Research Journal 2005, 42:697-726.
20. Butler R. The effects of mastery and competitive conditions on self-assessment at different ages. Child Development 1990, 61:201-210.
21. Butler R. Information seeking and achievement motivation in middle childhood and adolescence: The role of conceptions of ability. Developmental Psychology 1999, 35:146-163.
22. Chen H. Parents' attitudes and expectations regarding science education: Comparisons among American, Chinese-American, and Chinese families. Adolescence 2001, 36:305-313.
23. Chen J.A., Pajares F. Implicit theories of ability of Grade 6 science students: Relation to epistemological beliefs and academic motivation and achievement in science 2010, Contemporary Educational Psychology.
24. The nature of expertise 1988, Erlbaum, Hillsdale, NJ. M.T. Chi, R. Glazer, M.J. Farr (Eds.).
25. Chiu C., Hong Y., Dweck C.S. Lay dispositionism and implicit theories of personality. Journal of Personality and Social Psychology 1997, 73:923-940.
26. Cleaves A. The formation of science choices in secondary school. International Journal of Science Education 2005, 27:471-486.
27. Clinchy B.M., Belenky M.F., Goldberger N., Tarule J.M. Connected education for women. Journal of Education 1985, 167:28-43.
28. Conley A.M., Pintrich P.R., Vekiri I., Harrison D. Changes in epistemological beliefs in elementary science students. Contemporary Educational Psychology 2004, 29:186-204.
29. Dweck C.S. Motivational processes affecting learning. The American Psychologist 1986, 41:1040-1048.
30. Self-theories: Their role in motivation, personality, and development 1999, Psychology Press, Philadelphia. C.S. Dweck (Ed.).
31. Dweck C.S. The development of ability conceptions. The development of achievement motivation 2002, Academic Press, San Diego. A. Wigfield, J.S. Eccles (Eds.).
32. Dweck C.S. Is math a gift? Beliefs that put females at risk. Why aren't more women in science? Top researchers debate the evidence 2007, 47-55. American Psychological Association, Washington, DC. S.J. Ceci, W.M. Williams (Eds.).
33. Dweck C.S., Chiu C.Y., Hong Y.Y. Implicit theories and their role in judgments and reactions: A world from two perspectives. Psychological Inquiry 1995, 6:267-285.
34. Dweck C.S., Leggett E.L. A social cognitive approach to motivation and personality. Psychological Review 1988, 95:256-273.
35. Dweck C.S., Master A. Self-theories motivate self-regulated learning. Motivation and self-regulated learning: Theory, research, and applications 2009, 31-51. Taylor & Francis, New York. D.H. Schunk, B.J. Zimmerman (Eds.).
36. Dweck C.S., Molden D.C. Self-theories: Their impact on competence motivation and acquisition. Handbook of competence and motivation 2005, 122-140. A.J. Elliot, C.S. Dweck (Eds.).
37. Dweck C.S., Sorich L. Mastery-oriented thinking. Coping 1999, Oxford University Press, New York. C.R. Snyder (Ed.).
38. Elby A. Defining personal epistemology: A response to Hofer & Pintrich (1997) and Sandoval (2005). Journal of the Learning Science 2009, 18:138-149.
39. Elder A.D. Characterizing fifth grade students' epistemological beliefs in science. Personal epistemology: The psychology of beliefs about knowledge and knowing 2002, 347-364. Lawrence Erlbaum Associates, Mahwah, NJ. B.K. Hofer, P.R. Pintrich (Eds.).
40. Elliott E.S., Dweck C.S. Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology 1988, 54:5-12.
41. Good C., Aronson J., Inzlicht M. Improving adolescents' standardized test performance: An intervention to reduce the effects of stereotype threat. Journal of Applied Developmental Psychology 2003, 24:645-662.
42. Harter S., Waters P., Whitesell N. Lack of voice as a manifestation of false self- behavior among adolescents: The school setting as a stage upon which the drama of authenticity is enacted. Educational Psychologist 1997, 32:153-173.
43. Hess R.D., Chang C.M., McDevitt T.M. Cultural variations in family beliefs about children's performance in mathematics: Comparisons among People's Republic of China, Chinese-American, and Caucasian-American families. Journal of Educational Psychology 1987, 79:179-188.
44. Hofer B.K. Epistemological understanding as a metacognitive process: Thinking aloud during online searching. Educational Psychologist 2004, 39:43-55.
45. Hofer B.K. Personal epistemology and culture. Knowing, knowledge, and beliefs: Epistemological studies across diverse cultures 2006, 3-22. Springer, Berlin. M.S. Khine (Ed.).
46. Hofer B.K., Pintrich P.R. The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research 1997, 67:88-140.
47. Personal epistemology: The psychology of beliefs about knowledge and knowing 2002, Erlbaum, Mahwah, NJ. B.K. Hofer, P.R. Pintrich (Eds.).
48. Holloway S.D., Kashiwagi K., Hess R.D., Hiroshi A. Causal attributions by Japanese and American mothers and children about performance in mathematics. International Journal of Psychology 1986, 21:269-286.
49. Hong Y.Y., Chiu C.Y., Dweck C.S., Lin D.M.S., Wan W. Implicit theories, attributions, and coping: A meaning system approach. Journal of Personality and Social Psychology 1999, 77:588-599.
50. Jourden F.J., Bandura A., Banfield J.T. The impact of conceptions of ability on self-regulatory factors and motor skill acquisition. Journal of Sport & Exercise Psychology 1991, 13:213-226.
51. Kaplan A., Katz I., Flum H. Motivational theory in educational practice: Knowledge claims, challenges, and future directions. Individual differences and cultural and contextual factors 2012, 2:165-194. American Psychological Association, Washington, DC. K.R. Harris, S. Graham, T. Urdan (Eds.).
52. Karabenick S.A., Moosa S. Culture and personal epistemology: U.S. and Middle Eastern students' beliefs about scientific knowledge and knowing. Social Psychology of Education 2005, 8:375-393.
53. Kim, N. M., Grant, H., & Dweck, C. S. (2000). Views of intelligence: A comparative study of effort and ability beliefs in Korean and American students. New York: Columbia University (Unpublished manuscript).
54. Kuhn D. The skills of argument 1991, Cambridge University Press, Cambridge, England.
55. Licht B.G., Dweck C.S. Determinants of academic achievement: The interaction of children's achievement orientations with skill area. Developmental Psychology 1984, 20:628-636.
56. Lubke G.H., Muthén B. Investigating population heterogeneity with factor mixture models. Psychological Methods 2005, 10:21-39.
57. Marsh H.W., Craven R.G., Debus R. Self-concepts of young children 5 to 8 years of age: Measurement and multidimensional structure. Journal of Educational Psychology 1991, 83:377-392.
58. Marsh H.W., Ludtke O., Trautwein U., Morin A.J. Classical latent profile analysis of academic self-concept dimensions: Synergy of person- and variable-centered approaches to theoretical models of self-concept. Structural Equation Modeling 2009, 16:191-225.
59. Mason L., Gava M., Boldrin A. On warm conceptual change: The interplay of text, epistemological beliefs, and topic interest. Journal of Educational Psychology 2008, 100:291-309.
60. Middleton M.J., Midgley C. Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology 1997, 89:710-718.
61. Midgley C., Maehr M.L., Hruda L.Z., Anderman E., Anderman L., Freeman K.E., et al. Manual for the patterns of adaptive learning scales (PALS) 2000, University of Michigan, Ann Arbor, MI.
62. Molden D.C., Dweck C.S. Finding "meaning" in psychology. The American Psychologist 2006, 61:192-203.
63. Molenaar P.C.M., Campbell C.G. The new person-specific paradigm in psychology. Current Directions in Psychological Science 2009, 18:112-117.
64. Molenaar P.C.M., Sinclair K.O., Rovine M.J., Ram N., Corneal S.E. Analyzing developmental processes on an individual level using nonstationary time series modeling. Developmental Psychology 2011, 45:260-271.
65. Muis K.R. Epistemic profiles and self-regulated learning: Examining relations in the context of mathematics problem solving. Contemporary Educational Psychology 2008, 33:177-208.
66. Muis, Bendixen, Haerle Domain-generality and domain-specificity in personal epistemology research: Philosophical and empirical reflections in the development of a theoretical framework. Educational Psychology Review 2006, 18:3-54.
67. Muthén B.O. Should substance use disorders be considered as categorical or dimensional?. Addiction 2006, 101(Suppl. 1):6-16.
68. Muthén L.K., Muthén B.O. Mplus user's guide 2010, Authors, Los Angeles, CA. Sixth edition.
69. National Academy of Sciences Expanding underrepresented minority participation: America's science and technology talent at the crossroads 2011, National Academies Press, Washington, DC.
70. National Research Council Inquiry and the national science education standards: A guide for teaching and learning 2000, National Academy Press, Washington, DC.
71. National Research Council Taking science to school: Learning and teaching science in grades K-8 2007, National Academy Press, Washington, DC.
72. Pajares F., Britner S.L., Valiante G. Relation between achievement goals and self-beliefs of middle school students in writing and science. Contemporary Educational Psychology 2000, 25:406-422.
73. Pajares F., Kranzler J. Self-efficacy beliefs and general mental ability in mathematical problem-solving. Contemporary Educational Psychology 1995, 20:426-443.
74. Parsons J.E., Meece J.L., Adler T.E., Kaczala C.M. Sex differences in attributions and learned helplessness. Sex Roles 1982, 8:421-432.
75. Pastor D.A., Barron K.E., Miller B.J., Davis S.L. A latent profile analysis of college students' achievement goal orientation. Contemporary Educational Psychology 2007, 32:8-47.
76. Perry W.G. Forms of intellectual and ethical development in the college years: A scheme 1970, Holt, Rinehart, and Winston, New York.
77. Piaget J., Garcia R. Psychogenese et l'histoire des sciences [Psychogenesis and the history of the sciences] 1983, Flamarion, Paris.
78. Pintrich P.R. Future challenges and directions for theory and research on personal epistemology. Personal epistemology: The psychology of beliefs about knowledge and knowing 2002, 389-414. Erlbaum, Mahwah, NJ. B.K. Hofer, P.R. Pintrich (Eds.).
79. Qian G.Y., Alvermann D. Role of epistemological beliefs and learned helplessness in secondary-school students' learning science concepts from text. Journal of Educational Psychology 1995, 87:282-292.
80. Quihuis G., Bempechat J., Jimenez N.V., Boulay B.A. Implicit theories of intelligence across academic domains: A study of meaning making in adolescents of Mexican descent. New Directions for Child and Adolescent Development 2002, 96:87-100.
81. Robins R.W., Pals J.L. Implicit self-theories in the academic domain: Implications for goal orientation, attributions, affect, and self-esteem change. Self & Identity 2002, 1:313-336.
82. Schommer M. Effects of beliefs about the nature of knowledge comprehension. Journal of Educational Psychology 1990, 82:498-504.
83. Schommer M., Crouse A., Rhodes N. Epistemological beliefs and mathematical text comprehension: Believing it is simple does not make it so. Journal of Educational Psychology 1992, 84:435-443.
84. Schommer-Aikins M. Explaining the epistemological belief system: Introducing the embedded systemic model and coordinated research approach. Educational Psychologist 2004, 39:19-29.
85. Solomon J., Duveen J., Scott L. Pupils' images of scientific epistemology. International Journal of Science Education 1994, 16:361-373.
86. Sternberg R.J., Grigorenko E.L. Intelligence and culture: How culture shapes what intelligence means, and the implications for a science of well-being. Philosophical Transactions: Biological Sciences 2004, 359:1427-1434.
87. Stipek D.J., Daniels D. Declining perceptions of competence: A consequence of changes in the child or the educational environment?. Journal of Educational Psychology 1988, 80:352-356.
88. Stipek D., Gralinski J.H. Children's beliefs about intelligence and school performance. Journal of Educational Psychology 1996, 88:397-407.
89. Stipek D.J., Hoffman J. Development of children's performance-related judgments. Child Development 1980, 51:912-914.
90. Tabernero C., Wood R.E. Implicit theories versus the social construal of ability in self-regulation and performance on a complex task. Organizational Behavior and Human Decision Processes 1999, 78:104-127.
91. Usher E.L., Pajares F. Self-efficacy for self-regulated learning: A validation study. Educational and Psychological Measurement 2008, 68:443-463.
92. Vygotsky L. Mind in society: The development of higher psychological processes 1978, Harvard University Press, Cambridge, MA.
93. Wigfield A., Eccles J.S., Yoon K.S., Harold R.D., Arbreton A., Freedman-Doan K., et al. Changes in children's competence beliefs and subjective task values across the elementary school years. Journal of Educational Psychology 1997, 89:451-469.
94. Wood P., Kardash C. Critical elements in the design and analysis of studies of epistemology. Personal epistemology: The psychology of beliefs about knowledge 2002, 231-261. Erlbaum, Mahwah, NJ. B.K. Hofer, P.R. Pintrich (Eds.).
95. Zimmerman B.J., Bandura A. Impact of self-regulatory influences on writing course attainment. American Educational Research Journal 1994, 31:845-862.