Implicit Theories of Ability of Grade 6 Science Students: Relation to Epistemological Beliefs and Academic Motivation and Achievement in Science

Autor/inn/en	Chen, Jason A.; Pajares, Frank
Titel	Implicit Theories of Ability of Grade 6 Science Students: Relation to Epistemological Beliefs and Academic Motivation and Achievement in Science
Quelle	In: Contemporary Educational Psychology, 35 (2010) 1, S.75-87 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-476X
DOI	10.1016/j.cedpsych.2009.10.003
Schlagwörter	Self Efficacy; Science Achievement; Motivation; Path Analysis; Grade 6; Epistemology; Middle School Students; Science Instruction; Science Education; Beliefs; Goal Orientation; Middle Schools; Social Cognition; Ethnicity; Sexual Identity; Racial Identification + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; psychologische; Motivation (psychologisch); Pfadanalyse; School year 06; 6. Schuljahr; Schuljahr 06; Erkenntnistheorie; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Belief; Glaube; Zielorientierung; Zielvorstellung; Soziale Kognition; Ethnizität; Geschlechtsidentität; Sexuelle Identität
Abstract	We investigated: (a) the associations of implicit theories and epistemological beliefs and their effects on the academic motivation and achievement of students in Grade 6 science and (b) the mean differences of implicit theories, epistemological beliefs, and academic motivation and achievement as a function of gender and race/ethnicity (N=508). Path analysis revealed that an incremental view of ability had direct and indirect effects on adaptive motivational factors, whereas fixed entity views had direct and indirect effects on maladaptive factors. Epistemological beliefs mediated the influence of implicit theories of ability on achievement goal orientations, self-efficacy, and science achievement. Results are discussed in relation to social-cognitive theory with a focus on middle school science. (Contains 5 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10