Perfectionism, Implicit Theories of Intelligence, and Taiwanese Eighth-Grade Students’ Academic Engagement

Shih, Shu‐Shen

doi:10.1080/00220670903570368

Cited by 85 publications

(49 citation statements)

References 40 publications

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“…Results showed different relations of perfectionistic strivings and perfectionistic concerns with school engagement. The first study (Shih, 2011) found that perfectionistic strivings showed positive relations with indicators of behavioral engagement (effort and persistence), emotional engagement (positive academic emotions such as curiosity and enjoyment), and cognitive engagement (approach-oriented behaviors in the face of academic difficulties). Furthermore, perfectionistic strivings showed negative relations with selfhandicapping strategies and emotional disengagement (negative academic emotions such as anxiety and boredom).…”

Section: Perfectionism and School Engagementmentioning

confidence: 99%

Perfectionism and school engagement: A three-wave longitudinal study

Damian

Stoeber

Negru‐Subtirica

et al. 2017

Personality and Individual Differences

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Document VersionAuthor's Accepted Manuscript Damian, L. E., Stoeber, J., Negru-Subtirica, O., & B ban, A. (2017 Correspondence concerning this article should be addressed to Lavinia E. Damian, Department of Psychology, Babeş-Bolyai University, Republicii 37, 400015, Cluj-Napoca, Romania; e-mail: lavinia.damian@sese.ro PERFECTIONISM AND SCHOOL ENGAGEMENT 2 Abstract Although perfectionism is a personality disposition that plays an important role in educational contexts, research on perfectionism and school engagement is limited. School engagement is a key process in predicting educational outcomes in students. Consequently, it is important to know how perfectionism relates to school engagement and whether perfectionism predicts relative changes in school engagement over time. Using a sample of 486 students from 6th-12th grade (54% female) and employing a longitudinal design with three waves spaced 4-5 months apart, the present study investigated whether perfectionism (perfectionistic strivings and perfectionistic concerns) predicted relative changes in students' school engagement (behavioral, emotional, and cognitive engagement). Results showed that both perfectionistic strivings and concerns were related to school engagement, but only perfectionistic strivings predicted relative increases in school engagement. Implications for the understanding of how perfectionistic strivings contribute to school students' engagement are discussed.

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Section: Perfectionism and School Engagementmentioning

confidence: 99%

Perfectionism and school engagement: A three-wave longitudinal study

Damian

Stoeber

Negru‐Subtirica

et al. 2017

Personality and Individual Differences

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“…У истраживању Стумпа и сарадника (Stump et al, 2009) на студентској популацији, утврђено је да студенти који имају ентитетска становишта о интелигенцији као извор мотивације за учење математике наводе поређење с другима, док је у истраживањима на средњошколцима (King et al, 2012;Shih, 2011) утврђена позитивна веза ентитетских становишта о способностима и варијабли које утичу "деактивирајуће" на постигнуће у математици, попут демотивисаности, досађивања и беспомоћности, што је у складу са ранијим тврдњама о повезаности мотивације за учење и имплицитних уверења о интелигенцији (Dweck & Molden, 2005). С друге стране, став да је интелигенција непро-менљива карактеристика утиче и на то да се ученици мање посвећују математици у учењу, као и на нижи ниво интринзичке мотивације приликом самог учења математике (Stipek & Gralinski, 1996).…”

Section: мотивација за учење математике и имплицитна уверења о интелиunclassified

“…Резултати вишеструких регресионих анализа у складу су са претходним ре-зултатима истраживања релација имплицитних теорија интелигенције и мотивације за учење математике (Blackwell et al, 2007;Burns & Isbell, 2007;Jones et al, 2012;King et al, 2012;Shih, 2011).…”

Section: дискусијаunclassified

“…Када се говори о ентитетским теоријама интелигенције, може се закључити да оне остварују позитиван допринос фактору Немотивисаност, што је у складу са ре-зултатима претходних истраживања (King et al, 2012;Shih, 2011). Дакле, ученик који верује да је интелигенција непроменљива карактеристика неће бити мотивисан за учење математике.…”

Section: дискусијаunclassified

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Implicit theories of intelligence and motivation for learning mathematics in high school students

Milovanovic¹

2016

Nastava i vaspitanje

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уводИстраживања у области психологије образовања могу бити усмерена како на форму наставе тако и на њен садржај. Курикулуми савременог образовања и школ-ских програма подразумевају научно заснивање циља, задатака, плана и програма, али и самог садржаја наставе (Previšić, 2007). Међутим, индивидуалне карактеристике ученика умногоме могу да обликују наставу. Истраживања повезаности различитих варијабли школског сетинга и математике као наставног предмета интензивирају се раних седамдесетих година XX века (Hyde et al., 1990), а убрзо је успех у математици 1

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“…It has also been shown that implicit theories predict differences in the degree of social stereotyping (Levy, Stroessner, & Dweck, 1998). Recently, Shih (2011) reported that maladaptive perfectionism, which is associated with being overly concerned with how others evaluate oneself and worrying over making mistakes, is positively related with holding an entity theory of intelligence among Taiwanese students. This indicates that a rigid thinking style may relate to the entity theory of intelligence.…”

Section: Introductionmentioning

confidence: 99%

Dichotomous Thinking Leads to Entity Theories of Human Ability

Oshio¹

2012

JPR

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Previous research has indicated that dichotomous thinkers have stereotypic and rigid views of others. This study focuses on the world-view of dichotomous thinkers from the perspective of entity vs. incremental theory. Study 1 explored the relationship between dichotomous thinking and the IPTM (implicit person theory measure) (Dweck, Chiu, & Hong, 1995). Two hundred and forty-eight Japanese undergraduates completed the DTI (dichotomous thinking inventory) and the IPTM. A significant positive relationship between the variables was found. Study 2 explored the relationship between the DTI and another measure assessing the degree to which participants endorsed implicit theories. Three hundred and eleven Japanese undergraduates completed the DTI and the SITI (scale of implicit theory of intelligence) (Mori, Ishida, Shimizu, & Tominaga, 2001). Factor analysis of the SITI revealed four factors: smartness, efficiency, clear-headedness, and grade and knowledge. Correlation analyses indicated that people who think dichotomously tend to deem human abilities to be more innate.

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Perfectionism, Implicit Theories of Intelligence, and Taiwanese Eighth-Grade Students’ Academic Engagement

Cited by 85 publications

References 40 publications

Perfectionism and school engagement: A three-wave longitudinal study

Perfectionism and school engagement: A three-wave longitudinal study

Implicit theories of intelligence and motivation for learning mathematics in high school students

Dichotomous Thinking Leads to Entity Theories of Human Ability

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