The objective of the present study was to better understand a relatively under-researched topic, namely, undergraduate students' attitudes towards mistakes and how their attitudes relate to academic achievement. A series of online surveys were administered to a sample of 207 first- and second-year undergraduate students. Using structural…

An emerging body of research has evaluated the role of growth mindset in educational achievement, yet little work has focused on the unique role of mindset to standardized reading outcomes. Our study presents 4 key outcomes in a sample of 195 fourth-grade students. First, we evaluated the dimensionality of general and reading-specific mindset and…

This study examines the factor structures of Personal and Classroom Achievement Goals and the relationships between them. Multilevel structural equation modeling was used to examine data from a sample of 3,544 Italian 10th-grade students (184 classrooms) who completed the Patterns of Adaptive Learning Scales (PALS). Findings about the factor…

Disruptive classroom behaviors are a major schooling dilemma in urban schools. While several contextual and motivational factors have been statistically associated with disruptive classroom behaviors, one overlooked factor has been home-school dissonance. The current study examined the relationship between 260 middle school students' reports of…

The current study aimed to explore the concept of transition self-efficacy, which is defined as individuals' subjective evaluation of their ability to execute the actions required for a successful transition from elementary to middle school. The study followed a sample of 128 sixth-grade students for 2 consecutive years (before and after the…

This study investigated the relationships of students' incremental beliefs of math ability to their achievement emotions, classroom engagement and math achievement. A sample of 273 secondary students in Singapore were administered measures of incremental beliefs of math ability, math enjoyment, pride, boredom and anxiety, as well as math classroom…

Changes in motivation anticipate changes in engagement, but the present study tested the reciprocal relation that changes in students' classroom engagement lead to corresponding longitudinal changes in their classroom motivation. Achievement scores and multiple measures of students' course-specific motivation (psychological need satisfaction,…

Theoretical models were tested using structural equation modeling to evaluate the interrelations among cognitive motivational variables and academic achievement using a sample of 128 predominately Hispanic pre-service teachers enrolled in two undergraduate educational psychology classes. Data were gathered using: (1) a quantitative questionnaire…

The purpose of this study was to explore the learning strategies used by ethnically diverse learners and to investigate the relationships among the constructs of classroom goal structure, achievement goal orientation, motivation and self-regulated learning in an ethnically diverse population of fourth and fifth grade learners (n = 396). Goal…