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Direct linkHowell, Andrew J.; Buro, Karen – Learning and Individual Differences, 2009
As a maladaptive behavioural outcome, procrastination should correlate with beliefs about ability and achievement goals that are themselves relatively maladaptive. Accordingly, procrastination should be predicted by entity as opposed to incremental implicit theories (i.e., viewing attributes such as ability as relatively fixed vs. malleable,…
Descriptors: Goal Orientation, Beliefs, Student Behavior, Undergraduate Students
Kornilova, Tatiana V.; Kornilov, Sergey A.; Chumakova, Maria A. – Learning and Individual Differences, 2009
The study examined the relationship between implicit theories, goal orientations, subjective and test estimates of intelligence, academic self-concept, and achievement in a selective student population (N=300). There was no direct impact of implicit theories of intelligence and goal orientations on achievement. However, subjective evaluations of…
Descriptors: Intelligence, Structural Equation Models, Academic Achievement, Self Concept
Kolic-Vehovec, Svjetlana; Roncevic, Barbara; Bajsanski, Igor – Learning and Individual Differences, 2008
The aim of the present study was to identify dominant goal orientation patterns in university students, define their motivational profiles and their reading strategy use. The results of cluster analysis showed that four groups of students could be differentiated according to their goal orientation: mastery, mastery-performance,…
Descriptors: Reading Strategies, Goal Orientation, Student Motivation, Multivariate Analysis
