Academic Self‐concept, Implicit Theories of Ability, and Self‐regulation Strategies

Ommundsen, Yngvar; Haugen, Richard; Lund, Thorleif

doi:10.1080/00313830500267838

Cited by 111 publications

(99 citation statements)

References 37 publications

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“…They have also been shown to be associated with other constructs including academic motivation (Ommundsen et al 2005), cognitive engagement (Dupeyrat and Mariné 2005), learning and achievement goals (Blackwell et al 2007;Dinger and Dickhäuser 2013), epistemic beliefs and goal orientations (Chen and Pajares 2010), selfefficacy (Chen and Pajares 2010;Davis et al 2011), and self-regulated learning (Burnette et al 2013;Greene et al 2010). While clearly an important framework, an alternative position on implicit theories exists with respect to the 'prototypical' nature of intelligence.…”

Section: Implicit Theories Of the Prototypical Nature Of Intelligencementioning

confidence: 99%

Implicit theories of intelligence in STEM education: perspectives through the lens of technology education students

Buckley

O'Connor

Seery

et al. 2018

Int J Technol Des Educ

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The educational significance of eliciting students' implicit theories of intelligence is well established with the majority of this work focussing on theories regarding entity and incremental beliefs. However, a second paradigm exists in the prototypical nature of intelligence for which to view implicit theories. This study purports to instigate an investigation into students' beliefs concerning intellectual behaviours through the lens of prototypical definitions within STEM education. To achieve this, the methodology designed by Sternberg et al. (J Pers Soc Psychol 41(1):37-55, 1981) was adopted with surveys being administered to students of technology education requiring participants to describe characteristics of intelligent behaviour. A factor analytic approach including exploratory factor analysis, confirmatory factor analysis and structural equation modelling was taken in analysing the data to determine the underlying constructs which the participants viewed as critical in their definition of intelligence. The findings of this study illustrate that students of technology education perceive intelligence to be multifaceted, comprising of three factors including social, general and technological competences. Implications for educational practice are discussed relative to these findings. While initially this study focuses on the domain of technology education, a mandate for further work in other disciplines is discussed.

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Section: Implicit Theories Of the Prototypical Nature Of Intelligencementioning

confidence: 99%

Implicit theories of intelligence in STEM education: perspectives through the lens of technology education students

Buckley

O'Connor

Seery

et al. 2018

Int J Technol Des Educ

View full text Add to dashboard Cite

show abstract

“…There are a number of studies about implicit theories of students; however, their focus is on students' beliefs regarding their intellectual ability and the role that such beliefs play in students' academic achievements and classroom behaviour (Doron, Stephan, Boiche, & Le Scanff, 2009;Dweck, Chiu, & Hong, 1995;Gonida, Kiosseoglou &Leondari, 2006;Molden & Dweck, 2000;Ommundsen, Haugen & Lund, 2005). Little if any research has examined university students' beliefs regarding their English language competencies and their significance for academic learning.…”

Section: Introductionmentioning

confidence: 99%

Implicit Beliefs about English Language Competencies in the Context of Teaching and Learning in Higher Education: A Comparison of University Students and Lecturers in Namibia

Otaala¹,

Plattner²

2013

IJHE

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In many African countries, English is the medium of instruction in higher education even though students may not always be entirely familiar with "standard" English. This study aimed at investigating the relevance of English language competencies for teaching and learning from the perspective of students and lecturers. The study was carried out in Namibia and guided by the conceptual framework of implicit theories. Through a self-administered questionnaire, data were collected from a sample of 286 undergraduate students and 34 lecturers. Students and lecturers differed statistically significantly in all their views on the topic under investigation. While most of the lecturers (85.3%) believed that their students would not have good English language competencies, the majority of students (87.8%) rated their English between good and excellent. Most lecturers believed that insufficient English language competencies would cause a variety of problems for students such as having difficulty expressing themselves in English, following lectures, taking good notes during lectures, understanding academic texts, and writing coherent essays; in contrast, the majority of students believed that they had no such problems. The results are discussed with regard to practical implications for teaching and learning in higher education.

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“…Most, of the previous researches examining the inter-correlations or inter-effects of the above concepts have focused on mathematics or/and language, while other school subjects have almost ignored, although features of the task affect learners' beliefs and, subsequent application, about skills and strategies are required, and competence and control beliefs (see Cromley & Azevedo, 2011;Efklides, 2014;Kurman, 2001;Ommundsen, Haugen, & Lund, 2005;Pressley & Gaskins, 2006;Schunk & Zimmerman, 2006;Wang & Holcombe, 2010). This study focuses on language, mathematics and physical education.…”

Section: Introductionmentioning

confidence: 99%

Metacognitive Knowledge and Metacognitive Regulation in Self-Regulatory Learning Style, and in Its Effects on Performance Expectation and Subsequent Performance across Diverse School Subjects

Στεφάνου¹,

Mpiontini²

2017

PSYCH

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This study aimed at examining: (a) students' metacognitive knowledge and metacognitive regulation when they are doing school work or homework, and their self-regulated learning style regarding the four different types of behavioral regulation: external, introjected, identified and intrinsic; and (b) the role of metacognition in self-regulated learning style, and in the impact of self-regulated learning style on performance expectations, and subsequent performance in the school subjects of language, mathematics and physical education. The sample comprised of 243 primary school students, fifth and sixth grades, boys and girls, who randomly came from 20 state primary schools of various regions of Greece. The participants completed the scales at the middle of a school year, while their school performance was estimated by the teachers. The results showed that: (a) the students used metacognitive knowledge (predominately, declarative) and metacognitive regulation (mainly, planning) at a moderate extent, and they reported a mixed profile of self-regulatory learning style, favoring identified; (b) metacognitive regulation, compared with metacognitive knowledge, was a more powerful formulator of regulatory learning styles, mainly intrinsic and identified; (c) metacognition explained a small percentage of variance of both performance expectations, beyond self-regulatory style, and performance, beyond the interactive effect of performance expectations and regulatory learning style, in both language and mathematics, while it had no significant unique contribution in physical education; (d) external regulation had negative contribution in school performance across the three school subjects, while intrinsic regulation

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Academic Self‐concept, Implicit Theories of Ability, and Self‐regulation Strategies

Cited by 111 publications

References 37 publications

Implicit theories of intelligence in STEM education: perspectives through the lens of technology education students

Implicit theories of intelligence in STEM education: perspectives through the lens of technology education students

Implicit Beliefs about English Language Competencies in the Context of Teaching and Learning in Higher Education: A Comparison of University Students and Lecturers in Namibia

Metacognitive Knowledge and Metacognitive Regulation in Self-Regulatory Learning Style, and in Its Effects on Performance Expectation and Subsequent Performance across Diverse School Subjects

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