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Bipp, Tanja; Steinmayr, Ricarda; Spinath, Birgit – Learning and Individual Differences, 2012
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…
Descriptors: Intelligence, Goal Orientation, Student Motivation, Psychometrics
Luo, Wenshu; Hogan, David; Paris, Scott G. – Learning and Individual Differences, 2011
This study examined the role of self-construal and classroom goal structure in predicting Singapore secondary students' achievement goals in their English study. Students from 104 classes were administered surveys of achievement goals, classroom goal structure, English self-concept, and self-construal. The results of two-level hierarchical linear…
Descriptors: Foreign Countries, Secondary School Students, Academic Achievement, Educational Objectives
King, Ronnel B.; McInerney, Dennis M.; Watkins, David A. – Learning and Individual Differences, 2012
Research on implicit theories of intelligence and academic emotions have proceeded in parallel with little cross-over of ideas. This study aims to examine the potential synergies that may exist between these two strands of research by examining whether implicit theories of intelligence can function as a predictor of academic emotions when situated…
Descriptors: Intelligence, Secondary School Students, Role, Theories
Kim, Jung-In; Chung, Hyewon – Learning and Individual Differences, 2012
Informed by achievement goal orientation and self-determination theories, we explored the role of cultural/contextual factors on Korean students' achievement motivation. Specifically, we examined the role of the Korean middle school students' family orientation as a mediator between their perceptions of parent goals or motivating styles and their…
Descriptors: Student Attitudes, Academic Achievement, Goal Orientation, Learning Motivation
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
Putwain, David William; Daniels, Rachel Anne – Learning and Individual Differences, 2010
The study described here aimed to examine the relations between test anxiety, competence beliefs and achievement goals, and in particular if the relations between competence beliefs and test anxiety were moderated by achievement goals. Pupils in their first year of secondary schooling completed self-report questionnaires for test anxiety,…
Descriptors: Failure, Goal Orientation, Student Motivation, Fear
Steinmayr, Ricarda; Spinath, Birgit – Learning and Individual Differences, 2009
The present study examined to which extent different motivational concepts contribute to the prediction of school achievement among adolescent students independently from intelligence. A sample of 342 11th and 12th graders (age M = 16.94; SD = .71) was investigated. Students gave self-reports on domain-specific values, ability self-perceptions,…
Descriptors: Academic Achievement, Student Motivation, Prediction, Grade 12