The effects of selective schooling and self‐concept on adolescents' academic aspiration: An examination of Dweck's self‐theory

Ahmavaara, Anni; Houston, Diane M.

doi:10.1348/000709906x120132

Cited by 76 publications

(59 citation statements)

References 50 publications

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“…Thirdly, the measure of academic achievement in the present study is not strictly based on grades. In some of our research (Ahmavaara & Houston, 2007;Jonsson & Beach, 2012;Shim, Cho, & Cassady, 2013), the achievement outcome was not explicitly stated in the form of grade points, which may result in the ambiguity or the non-normalization of academic achievement to some extent.…”

Section: Discussionmentioning

confidence: 99%

“…A growth mindset predicted a higher achievement through the intermediate variables of goal setting (e.g., performance and learning goals), goal operation (e.g., helpless and mastery-oriented strategy), and goal monitoring (e.g., negative emotion and expectations) (Ahmavaara & Houston, 2007;Fonseca et al, 2009;Leondari & Gialamas, 2002). For example, in…”

Section: Mindset As a Causementioning

confidence: 99%

“…Greek studies by Leondari and Gialamas (2002) and a British study by Ahmavaara and Houston (2007), the causal role of mindset in achievement was realized through "perceived competence," which was regarded as an important variable linking mindset with achievement. These results were consistent with Dweck's (2000) conclusion that the impact of mindset was mediated by perceived performance.…”

Section: Mindset As a Causementioning

confidence: 99%

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How Teachers’ and Students’ Mindsets in Learning Have Been Studied: Research Findings on Mindset and Academic Achievement

Zhang¹,

Kuusisto²,

Tirri³

2017

PSYCH

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Empirical research on mindset has indicated that mindset can predict numerous individual achievement, including academic, cognitive, motivational, affective and even socioeconomic, through mediation of social-cognitive approaches. The purpose of this paper is to compile and synthesize articles published from 1998 to 2017 on the relationship between mindset and academic achievement and explore the role of mindset in academic achievement. The studies indicate that students' mindsets play several roles of cause and mediator in academic achievement. Mindset can also be an outcome of students' academic achievement. Furthermore, in some studies, the relationship between mindset and achievement is non-correlational. Meanwhile, teachers' mindsets play the role of cause or mediator in students' academic achievement, but no role of outcome. Limitations and recommendations for future studies are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Mindset As a Causementioning

confidence: 99%

Section: Mindset As a Causementioning

confidence: 99%

See 1 more Smart Citation

How Teachers’ and Students’ Mindsets in Learning Have Been Studied: Research Findings on Mindset and Academic Achievement

Zhang¹,

Kuusisto²,

Tirri³

2017

PSYCH

View full text Add to dashboard Cite

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“…For example, within an academic context, students who believed their intelligence to be a fixed trait viewed negative events such as poor test performance as indicators of inadequacy, which led to negative self-perception judgments (Ahmavaara and Houston 2007). Studies examining a range of populations (e.g., Norwegian, Swedish) and domains (e.g., academics, leadership) identified a link between implicit theories and self-efficacy (Braten and Stromso 2005;Burnette et al 2010) and between implicit theories and self-confidence (Ollfors and Andersson 2007;Stevenson 2006).…”

Section: Discussionmentioning

confidence: 99%

Against the odds: academic underdogs benefit from incremental theories

et al. 2010

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An implicit theory of ability approach to motivation argues that students who believe traits to be malleable (incremental theorists), relative to those who believe traits to be fixed (entity theorists), cope more effectively when academic challenges arise. In the current work, we integrated the implicit theory literature with research on top dog and underdog status to predict self-efficacy in an academic context. To examine our predictions, we assessed college students' (N = 165) implicit theories of mathematical ability and manipulated their underdog versus top dog status in a math competition. We hypothesized that holding an incremental (vs. entity) theory would interact with competition status (underdog vs. top dog) to predict mathematical self-efficacy. When in an underdog position, incremental (vs. entity) theories boosted students' mathematical self-efficacy. Moreover, a mediated moderation model revealed that the experience of less helplessness accounted for greater self-efficacy in mathematical ability among academic underdogs with incremental (vs. entity) theories. Implications for teaching practices are discussed.

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“…The FBP’s effect on academic competence at the 11-month follow-up has not been investigated, but given that the FBP led to improvements in teacher reports of child behavior problems in school, it is plausible to expect that FBP also improved other measures of school functioning at that time point. Research with non-bereaved populations has found that academic self-perceptions predict later academic achievement and occupational goals (Ahmavaara & Houston, 2007; Emmanuelle, 2009; Juang & Silbereisen, 2002). The study expands on previous research in several important ways.…”

Section: Putative Moderators and Mediators Of Fbp Effects On Academicmentioning

confidence: 99%

Effects of the Family Bereavement Program on Academic Outcomes, Educational Expectations and Job Aspirations 6 Years Later: The Mediating Role of Parenting and Youth Mental Health Problems

Schoenfelder

Tein

Wolchik

et al. 2014

J Abnorm Child Psychol

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Experiencing the death of a parent during childhood is associated with a variety of difficulties, including lower academic achievement, that have implications for functioning in childhood and adulthood. This study examines effects of the Family Bereavement Program (FBP), a preventive intervention for parentally-bereaved youth and their caregivers, on grade point averages (GPA), educational expectations and job aspirations of youths 6 years after the intervention. A total of 244 bereaved youths ages 8-16 and their caregivers were randomized to either the FBP or a comparison group that received books about bereavement. Assessments occurred at pretest, post-test, and 11-month and 6-year follow-ups. Direct program effects on educational outcomes and job aspirations 6 years later were non-significant, although the program improved educational expectations for children with fewer behavior problems at program entry, and GPA for younger children. Mediational pathways for program effects on educational outcomes were also tested. Program-induced improvements in effective parenting at 11-month follow-up were associated with higher GPAs at 6-year follow-up for youth who were younger or for whom more time had passed since the loss. Program-induced improvements in parenting and teacher-rated youth mental health problems at the 6-year follow-up mediated program effects on youths’ educational expectations for those with fewer behavior problems at program entry. The implications of these findings for understanding processes related to academic and educational outcomes following the death of a parent and for prevention efforts to help bereaved and other high-risk children succeed in school are discussed.

show abstract

The effects of selective schooling and self‐concept on adolescents' academic aspiration: An examination of Dweck's self‐theory

Cited by 76 publications

References 50 publications

How Teachers’ and Students’ Mindsets in Learning Have Been Studied: Research Findings on Mindset and Academic Achievement

How Teachers’ and Students’ Mindsets in Learning Have Been Studied: Research Findings on Mindset and Academic Achievement

Against the odds: academic underdogs benefit from incremental theories

Effects of the Family Bereavement Program on Academic Outcomes, Educational Expectations and Job Aspirations 6 Years Later: The Mediating Role of Parenting and Youth Mental Health Problems

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