The role of implicit theories of intelligence and ability in predicting achievement for Indigenous (Aboriginal) Australian students

Contemporary Educational Psychology

Volumn 47, Issue , 2016, Pages 61-71

  Tarbetsky, Ana L ^a   Collie, Rebecca J ^a   Martin, Andrew J ^a  

^a UNIVERSITY OF NEW SOUTH WALES   (Australia)

Author keywords

Aboriginal students; Academic achievement; Australia; Implicit theories of ability; Implicit theories of intelligence; Indigenous students

Indexed keywords

EID: 84957691087     PISSN: 0361476X     EISSN: 10902384     Source Type: Journal    
DOI: 10.1016/j.cedpsych.2016.01.002     Document Type: Article

References (57)

1. Andersen, C., Walter, M.M., Indigenous perspectives and cultural identity. Hyde, M., Carpenter, L., Conway, R., (eds.) Diversity and inclusion in Australian schools, 2010, Oxford University Press, South Melbourne, Victoria, 63–87.
2. Arens, A.K., Bodkin-Andrews, G., Craven, R.G., Yeung, A.S., Self-concept of Indigenous and non-Indigenous Australian students: Competence and affect components and relations to achievement. Learning and Individual Differences 32 (2014), 93–103 http://dx.doi.org/10.1016/j.lindif.2014.03.019.
3. Aronson, J., Fried, C.B., Good, C., Reducing stereotype threat and boosting academic achievement of African-American students: The role of conceptions of intelligence. Journal of Experimental Social Psychology 38 (2002), 113–125 http://dx.doi.org/10.1006/jesp.2001.1491.
4. Australian Government, Closing the gap: Prime minister's report 2015. http://www.dpmc.gov.au/pmc-indigenous-affairs/publication/closing-gap-prime-ministers-report-2015, 2015.
5. 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 78 (2007), 246–263 http://dx.doi.org/10.1111/j.1467-8624.2007.00995.x.
6. Bodkin-Andrews, G., O'Rourke, V., Dillon, A., Craven, R.G., Yeung, A.S., Engaging the disengaged? A longitudinal analysis of the relations between Indigenous and non-Indigenous Australian students’ academic self-concept and disengagement. Journal of Cognitive Education and Psychology 11 (2012), 179–195 http://dx.doi.org/10.1891/1945-8959.11.2.179.
7. Collie, R.J., Martin, A.J., Malmberg, L.-E., Hall, J., Ginns, P., Academic buoyancy, student achievement, and the linking role of control: A cross-lagged analysis of high school students. British Journal of Educational Psychology 85 (2015), 113–130 http://dx.doi.org/10.1111/bjep.12066.
8. Croizet, J.C., Claire, T., Extending the concept of stereotype threat to social class: The intellectual underperformance of students from low socioeconomic backgrounds. Personality and Social Psychology Bulletin 24 (1998), 588–594 http://dx.doi.org/10.1177/0146167298246003.
9. Dandy, J., Durkin, K., Barber, B.L., Houghton, S., Academic expectations of australian students from aboriginal, asian and anglo backgrounds: Perspectives of teachers, trainee-teachers and students. International Journal of Disability, Development and Education 62:1 (2015), 60–82 http://dx.doi.org/10.1080/1034912X.2014.984591.
10. De Bortoli, L., Thomson, S., Contextual factors that influence the achievement of Australia's Indigenous students: Results from PISA 2000–2006. 2010, Australian Council for Educational Research, Camberwell, Australia.
11. Dinger, F.C., Dickhäuser, O., Does implicit theory of intelligence cause achievement goals? Evidence from an experimental study. International Journal of Educational Research 61 (2013), 38–47 http://dx.doi.org/10.1016/j.ijer.2013.03.008.
12. Dinger, F.C., Dickhäuser, O., Spinath, B., Steinmayr, R., Antecedents and consequences of students’ achievement goals: A mediation analysis. Learning and Individual Differences 28 (2013), 90–101 http://dx.doi.org/10.1016/j.lindif.2013.09.005.
13. Dockett, S., Mason, T., Perry, B., Successful transition to school for Australian Aboriginal children. Childhood Education 82 (2006), 139–144 http://dx.doi.org/10.1080/00094056.2006.10521365.
14. Dupeyrat, C., Mariné, C., Implicit theories of intelligence, goal orientation, cognitive engagement, and achievement: A test of Dweck's model with returning to school adults. Contemporary Educational Psychology 30 (2005), 43–59 http://dx.doi.org/10.1016/j.cedpsych.2004.01.007.
15. Dweck, C.S., Motivational processes affecting learning. The American Psychologist 41 (1986), 1040–1048 http://dx.doi.org/10.1037/0003-066X.41.10.1040.
16. Dweck, C.S., Self-theories: Their role in motivation, personality, and development. 1999, Psychology Press, Philadelphia, PA.
17. Dweck, C.S., Leggett, E.L., A social-cognitive approach to motivation and personality. Psychological Review 95 (1988), 256–273 http://dx.doi.org/10.1037/0033-295X.95.2.256.
18. Education Council, National Aboriginal and Torres Strait islander education strategy 2015. 2015, Author, Carlton South, Victoria, Australia.
19. Faria, L., Fontaine, A.-M., Adolescents’ personal conceptions of intelligence: The development of a new scale and some exploratory evidence. European Journal of Psychology of Education 12 (1997), 51–62 http://dx.doi.org/10.1007/BF03172869.
20. Gonzales, P.M., Blanton, H., Williams, K.J., The effects of stereotype threat and double-minority status on the test performance of Latino women. Personality and Social Psychology Bulletin 28 (2002), 659–670 http://dx.doi.org/10.1177/0146167202288010.
21. Gray, J., Beresford, Q., A ‘Formidable challenge’: Australia's quest for equity in indigenous education. Australian Journal of Education 52 (2008), 197–223 http://dx.doi.org/10.1177/000494410805200207.
22. Green, J., Liem, G.A.D., Martin, A.J., Colmar, S., Marsh, H.W., McInerney, D.M., Academic motivation, self-concept, engagement, and performance in high school: Key processes from a longitudinal perspective. Journal of Adolescence 35 (2012), 1111–1122 http://dx.doi.org/10.1016/j.adolescence.2012.02.016.
23. Green, J., Martin, A.J., Marsh, H.W., Motivation and engagement in English, mathematics and science high school subjects: Towards an understanding of multidimensional domain specificity. Learning and Individual Differences 17 (2007), 269–279 http://dx.doi.org/10.1016/j.lindif.2006.12.003.
24. Greene, B.A., Miller, R.B., Influences on achievement: Goals, perceived ability, and cognitive engagement. Contemporary Educational Psychology 21 (1996), 181–192 http://dx.doi.org/10.1006/ceps.1996.0015.
25. Groome, H., Hamilton, A., Meeting the educational needs of Aboriginal adolescents. 1995, AGPS, Canberra.
26. Hattie, J., Visible learning: A synthesis of over 800 meta-analyses relating to achievement. 2009, Routledge, New York, NY.
27. Henderson, V.L., Dweck, C.S., Achievement and motivation in adolescence: A new model and data. Feldman, S., Elliot, G., (eds.) At the threshold: The developing adolescent, 1990, Harvard University Press, Cambridge, MA.
28. Kennett, D.J., Keefer, K., Impact of learned resourcefulness and theories of intelligence on academic achievement of university students: An integrated approach. Educational Psychology 26 (2006), 441–457 http://dx.doi.org/10.1080/01443410500342062.
29. Komarraju, M., Nadler, D., Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter?. Learning and Individual Differences 25 (2013), 67–72 http://dx.doi.org/10.1016/j.lindif.2013.01.005.
30. Kreft, I., de Leeuw, J., Introducing multilevel modeling. 1998, Sage, London.
31. Liem, G.A.D., Martin, A.J., The motivation and engagement scale: Theoretical framework, psychometric properties, and applied yields. Australian Psychologist 47 (2012), 3–13 http://dx.doi.org/10.1111/j.1742-9544.2011.00049.x.
32. Locke, E.A., Latham, G.P., Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. The American Psychologist 57 (2002), 705–721 http://dx.doi.org/10.1037/0003-066X.57.9.705.
33. MacKinnon, D.P., Lockwood, C.M., Hoffman, J.M., West, S.G., Sheets, V., A comparison of methods to test mediation and other intervening variable effects. Psychological Methods, 7, 2002, 83 http://dx.doi.org/10.1037/1082-989X.7.1.83.
34. Martin, A.J., A motivational psychology for the education of Indigenous Australian students. Australian Journal of Indigenous Education 35 (2006), 30–43.
35. Martin, A.J., Prescriptive statements and educational practice: What can structural equation modeling (SEM) offer?. Educational Psychology Review 23 (2011), 235–244 http://dx.doi.org/10.1007/s10648-011-9160-0.
36. Martin, A.J., Implicit theories about intelligence and growth (personal best) goals: Exploring reciprocal relationships. British Journal of Educational Psychology 85 (2015), 207–223 http://dx.doi.org/10.1111/bjep.12038.
37. Martin, A.J., Anderson, J., Bobis, J., Way, J., Vellar, R., Switching on and switching off in mathematics: An ecological study of future intent and disengagement among middle school students. Journal of Educational Psychology 104 (2012), 1–18 http://dx.doi.org/10.1037/a0025988.
38. Martin, A.J., Ginns, P., Papworth, B., Nejad, H., Aboriginal/Indigenous students in high school: Understanding their motivation, engagement, academic buoyancy, and achievement. Liem, G.A.D., Bernardo, A., (eds.) Advancing cross-cultural perspectives on educational psychology, 2013, Information Age Publishing, Charlotte, NC.
39. Martin, A.J., Ginns, P., Papworth, B., Nejad, H., The role of academic buoyancy in Aboriginal/Indigenous students’ academic intentions: Sowing the early seeds of success for post-school education and training. Diversity in Higher Education 14 (2013), 57–79 http://dx.doi.org/10.1108/S1479-3644(2013)0000014003.
40. Martin, A.J., Liem, G.A.D., Academic Personal Bests (PBs), engagement, and achievement: A cross-lagged panel analysis. Learning and Individual Differences 20 (2010), 265–270 http://dx.doi.org/10.1016/j.lindif.2010.01.001.
41. Martin, A.J., Nejad, H., Colmar, S., Liem, G.A.D., Adaptability: How students’ responses to uncertainty and novelty predict their academic and non-academic outcomes. Journal of Educational Psychology 105 (2013), 728–746, 10.1037/a0032794.
42. Martin, A.J., Papworth, B., Ginns, P., Malmberg, L.-E., Collie, R., Calvo, R.A., Real-time motivation and engagement during a month at school: Every moment of every day for every student matters. Learning and Individual Differences 38 (2015), 26–35 http://dx.doi.org/10.1016/j.lindif.2015.01.014.
43. Midgley, C., Kaplan, A., Middleton, M., Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost?. Journal of Educational Psychology 93 (2001), 77–86 http://dx.doi.org/10.1037/0022-0663.93.1.77.
44. Muthén, L.K., Muthén, B.O., Mplus user's guide. 6th ed., 1998–2015, Muthén & Muthén, Los Angeles, CA.
45. Paunesku, D., Walton, G.M., Romero, C., Smith, E.N., Yeager, D.S., Dweck, C.S., Mind-set interventions are a scalable treatment for academic underachievement. Psychological Science 26 (2015), 784–793 http://dx.doi.org/10.1177/0956797615571017.
46. Preacher, K.J., Kelley, K., Effect size measures for mediation models: Quantitative strategies for communicating indirect effects. Psychological Methods 16 (2011), 93–115 http://dx.doi.org/10.1037/a0022658.
47. Rothman, S., Achievement in literacy and numeracy by Australian 14 year-olds, 1975–1998. LSAY research report 29. 2002, Australia Council for Educational Research, Camberwell, Australia.
48. Rothman, S., McMillan, J., Influences on achievement in literacy and numeracy. LSAY research report 18. 2003, Australian Council for Educational Research, Camberwell, Australia.
49. Schleider, J.L., Abel, M.R., Weisz, J.R., Implicit theories and youth mental health problems: A random-effects meta-analysis. Clinical Psychology Review 35 (2015), 1–9 http://dx.doi.org/10.1016/j.cpr.2014.11.001.
50. Shrout, P.E., Bolger, N., Mediation in experimental and nonexperimental studies: New procedures and recommendations. Psychological Methods, 7, 2002, 422 http://dx.doi.org/10.1037/1082-989X.7.4.422.
51. Steele, C.M., Aronson, J., Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology 69 (1995), 797–811 http://dx.doi.org/10.1037/0022-3514.69.5.797.
52. Stipek, D., Gralinsky, J.H., Children's beliefs about intelligence and school performance. Journal of Educational Psychology 88 (1996), 397–407 http://dx.doi.org/10.1037/0022-0663.88.3.397.
53. Stoet, G., Geary, D.C., Sex differences in academic achievement are not related to political, economic, or social equality. Intelligence 48 (2015), 137–151 http://dx.doi.org/10.1016/j.intell.2014.11.006.
54. Trudgett, M., Stop, collaborate, and listen: A guide to seeding success for Indigenous higher degree research students. Diversity in Higher Education 14 (2013), 137–155 http://dx.doi.org/10.1108/S1479-3644(2013)0000014006.
55. Voyer, D., Voyer, S.D., Gender differences in scholastic achievement: A meta-analysis. Psychological Bulletin 140 (2014), 1174–1204 http://dx.doi.org/10.1037/a0036620.
56. Wang, Q., Ng, F.F.-Y., Chinese students’ implicit theories of intelligence and school performance: Implications for their approach to schoolwork. Personality and Individual Differences 52 (2012), 930–935 http://dx.doi.org/10.1016/j.paid.2012.01.024.
57. Yeung, A.S., Craven, R.G., Ali, J., Self-concepts and educational outcomes of Indigenous Australian students in urban and rural school settings. School Psychology International 34 (2013), 405–427 http://dx.doi.org/10.1177/0143034312446890.