Background: Implicit theories are important belief systems that influence an individual's motivation and behaviour. In academic contexts, domain-general implicit theories of ability (e.g., intelligence) and their relation to self-regulated learning (SRL) have been examined. Aims: In this study, we followed a domain-specific approach and first…

The present study examines how learners' language mindsets (beliefs about the malleability of language intelligence) and achievement goals predict learners' preferences for different types of corrective feedback (CF). Questionnaire data were collected from 537 learners of Spanish as a foreign language at two North-American universities. Factor…

Self-referent performance beliefs can influence people's decision making related to long-term goals. Current measures of such beliefs, however, do not explicitly focus on the long-term aspects of goal achievement. We introduce a new concept, Long-Term Prospects (LTP), which is defined as the self-perception that one can maintain the continuous…

This study examines the views of student teachers in a Turkish university about intelligence (entity theory vs incremental theory) and goal orientation (performance goal orientation vs learning goal orientation) and the relationship between the two. Specifically, it seeks to understand whether there are any differences in participants' perceptions…

Empirical studies into meaning systems surrounding implicit theories of intelligence typically entail two stringent assumptions: that different implicit theories and different effort beliefs represent opposite poles on a single scale, and that implicit theories directly impact the constructs as achievement goals and academic motivations. Through…

The purpose of the present study was to examine the relationship between theories of intelligence and goal orientations, and their joint connections to students' academic achievement in the Chinese cultural context. A total of 418 university students in Hong Kong participated in the present study. The survey was administered to collect information…

It is important to understand why some students are able to bounce back following setbacks, while others become de-motivated and suffer negative consequences. This study tests a model which places students' beliefs about ability (Dweck & Leggett, 1988) as a key factor which may influence students' motivational response to setbacks and…

Building on the notion that motivation energizes and directs resources in achievement situations, we argue that goal orientations affect perceptions of own intelligence and that the effect of goals on performance is partly mediated by self-estimates of intelligence. Studies 1 (n = 89) and 2 (n = 165) investigated the association of goal…

This study examined the relationships among implicit self-theories, achievement goals, and academic delay of gratification. Do achievement goals mediate the relationship between implicit self-theories and academic delay of gratification? A sample of 195 Omani high school students rated themselves on three measures tapping these constructs. A path…

This study investigated the combined predictive validity of intelligence and personality factors on multiple measures of academic achievement. Students in a college of higher education in the Netherlands (N = 137) completed a survey that measured intelligence, the Big Five personality traits, motivation, and four specific personality traits.…

Relationships between cultural factors (ethnicity and religiosity) and dimensions of students' attributions for their success and failure (locus of control, stability, personal control and external control), along with motivational goals (learning, performance approach, performance avoidance, and work avoidance), self-efficacy, intelligence…

Examines the relationship among two aspects of college students' (N=306) self-concept, two views of intelligence they might hold, and tendencies to report adopting attitudes and behaviors. Results shed light on the role that agency and communion orientations appear to play in determining students' adjustment to academic challenges. (RJM)