The role of implicit theories in students' grit, achievement goals, intrinsic and extrinsic motivation, and achievement in the context of a long-term challenging task

Karlen, Yves; Suter, Francesca; Hirt, Carmen Nadja; Merki, Katharina Maag

doi:10.1016/j.lindif.2019.101757

Cited by 124 publications

(119 citation statements)

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“…Motivational variables haven been identified as key factors for academic success and cover aspects such as intrinsic task interest and value, self-efficacy, self-concept, goal orientation, self-attributions, and the regulation of one's motivation (Bandura, 1997;Eccles and Wigfield, 2020;Hattie et al, 2020;Schunk and DiBenedetto, 2020). Learners with higher self-concept, selfefficacy, or task value are often more advanced at difficult tasks, show deeper learning approaches, become more interested and deeply engrossed in their activities, set more challenging goals, and maintain a stronger commitment to those goals compared to students with lower self-efficacy (e.g., Mega et al, 2014;Schneider and Preckel, 2017;Karlen et al, 2019). Hamman (1998) reported a link between pre-service teachers' valuation and the degree of strategy use and instruction.…”

Section: Teachers' Motivation As Self-regulated Learnersmentioning

confidence: 99%

Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner

2020

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Competences in self-regulated learning (SRL) are important prerequisites for success in school and beyond. Teachers play a crucial role in students' development of SRL. When focusing on teachers' professional competences in SRL, their experiences as selfregulated learners and their competences as agents of SRL are important. At present, an integrative and holistic framework that combines these two important aspects of SRL with regard to teachers' professional competences in SRL is absent. First, this paper introduces a theoretical framework for teachers' professional competences and instructional practices in SRL that integrates teachers' competences as selfregulated learners with their competences as agents of SRL. This integrative approach allows for differentiated analyses of particular aspects of competences and creates the possibility to deeply understand the reasons why teachers do or do not promote SRL in classrooms. In the second part of this paper, the interplay of teachers' professional competences as self-regulated learners and agents of SRL, with their intention to implement SRL in classes and their self-reported SRL teaching practices, is examined using data provided by 106 in-service teachers from primary and secondary schools. We assessed teachers' professional knowledge about SRL (i.e., content knowledge about SRL [CK-SRL] and pedagogical content knowledge about SRL [PCK-SRL]) with two different knowledge tests. Teachers' beliefs (i.e., implicit theories about SRL and beliefs about promoting SRL) and their motivations (i.e., self-concept about one's SRL and self-efficacy to promote SRL) were assessed with self-report measures. We found that teachers had small to average amounts of CK-SRL and PCK-SRL. Teachers reported positive beliefs about and motivation toward SRL. Most importantly, the results highlight the significance of differentiating between teachers' competences as selfregulated learners and as agents of SRL when examining teachers' implementation of

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Section: Teachers' Motivation As Self-regulated Learnersmentioning

confidence: 99%

Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner

2020

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“…Another explanation for these unexpected findings might be differences in the level of specificity: implicit theories were assessed domain specifically with a focus on SRL, whereas students' achievement goals were measured on a domain-general level addressing academic performance at university. Even though, from a theoretical perspective, the link between implicit theories and achievement goals seems to be clear (Dweck & Leggett, 1988), in the empirical literature, correlations between implicit theories and achievement goals are not entirely consistent (e.g., Burnette et al, 2013;Chen & Pajares, 2010;Dickh€ auser et al, 2016;Karlen et al, 2019;Ommundsen et al, 2005;Robins & Pals, 2002). Further studies may investigate these specific mechanisms more closely by applying domain-specific measures for goal orientations.…”

Section: Discussionmentioning

confidence: 98%

Implicit theories of self‐regulated learning: Interplay with students’ achievement goals, learning strategies, and metacognition

Hertel

Karlen

2020

Brit J of Edu Psychol

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Background. Implicit theories are important belief systems that influence an individual's motivation and behaviour. In academic contexts, domain-general implicit theories of ability (e.g., intelligence) and their relation to self-regulated learning (SRL) have been examined.Aims. In this study, we followed a domain-specific approach and first introduced scales to assess students' implicit theories of the malleability and of the relevance of SRL. Second, we investigated how implicit theories of SRL are related to students' SRL. Third, we examined the relationship of implicit theories of SRL with students' demographics and personality traits. Sample. Participants were students from a medium-sized university in Germany (N = 254) aged M = 23.85 years.Methods. Data on students' demographics and personality traits, implicit theories of intelligence (INT), achievement goals, and learning strategies were collected with wellestablished measures. In addition, students' implicit theories of SRL and their declarative metacognitive knowledge about SRL were assessed with measures developed within this study. Confirmatory factor analyses and regression analyses were performed.Results. The two postulated dimensions of implicit theories of SRL were supported. As expected, implicit theories of SRL were more strongly related to students' achievement goals, learning strategies, and metacognitive knowledge than implicit theories of INT. Moreover, implicit theories of SRL were mostly unrelated to students' demographics and personality traits. Conclusion.The results emphasize that domain-specific implicit theories of SRL contribute substantially to the explanation of students' SRL. Thus, further research on SRL should consider domain-specific implicit theories of SRL in addition to implicit theories of INT.This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

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“…En el momento en que pasan a ser considerados sólo los resultados académicos, ejemplo de lo cual puede apreciarse en el estudio de Núñez et al (2009), los jóvenes estudiantes tienden a manifestar conductas de aproximación y evitación (persiguen resultados favorables y evitan los negativos) que, en muchas ocasiones, pueden conducirles a elevados niveles de ansiedad, temor al fracaso y, en consecuencia, peores resultados académicos. Puede resultar conveniente, cuando los estudiantes no presentan una motivación intrínseca, proponerles el establecimiento de ciertos objetivos gracias a los que se vean en la tesitura de ponerse a prueba y superarse personal y académicamente (Karlen et al, 2019).…”

Section: Conclusiones Y Discusiónunclassified

Un análisis cualitativo de la motivación ante el aprendizaje de estudiantes de educación secundaria

Orús

Cosculluela²

2021

REOP

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RESUMENNumerosa es la evidencia empírica que ha demostrado que la motivación, además de constituir un factor absolutamente esencial en el proceso de aprendizaje del alumnado, debe preceder a dicho proceso para que, realmente, los estudiantes sientan el deseo real de aprender. Durante la etapa de enseñanza secundaria, la actuación pedagógica y las características personales del propio docente juegan ambas un destacado papel en el proceso motivacional de los jóvenes adolescentes hacia el aprendizaje quienes, en comparación con etapas educativas previas, han ido progresivamente perdiendo los niveles motivacionales que los mantienen voluntariamente próximos a la curiosidad por aprender. En este sentido, se plantea un trabajo de investigación de corte cualitativo con el objetivo de identificar aquellos aspectos didácticos y académicos que inciden en el estado motivacional del alumnado de la etapa de Secundaria y Bachillerato. Para ello, y teniendo en cuenta que el número de jóvenes estudiantes participantes en el estudio es de 28 (comprendidos entre las edades de 12 y 18 años), se conformaron un total de cuatro grupos de discusión con alumnado de tres centros de Educación Secundaria públicos. Los resultados, analizados atendiendo a las categorías resultantes del estudio cualitativo de la información, reflejan un conjunto de cualidades y aspectos a tener en consideración y, consecuentemente, sobre los que reflexionar con detenimiento. Todo ello, con la firme intención de introducir las oportunas mejoras que conduzcan al alumnado a manifestar un auténtico e intrínseco interés por aprender y formarse a lo largo de la vida.ABSTRACT Include abstract in English following IMRYD (Introduction, Method, Results, Discussion or Conclusion). Numerous is the empirical evidence that has shown that motivation, in addition to being an essential factor in the learning process of students, must precede this process so that students feel the real desire to learn. During the stage of Compulsory Secondary Education, the pedagogical action and the personal characteristics of the teacher both play a important function in the motivational process of young adolescents towards learning. In comparison with previous educational stages, students have progressively lost their motivational levels that keep them voluntarily close to the curiosity to learn. In this sense, a qualitative research is proposed with the aim of identifying those didactic and academic aspects that affect the motivational status of students of the Secondary stage. Taking into account that the number of young students participating in the study is 28 (between the ages of 12 and 18), a total of four discussion groups were formed with students from three public secondary education centres. The results, analyzed according to the categories of the qualitative study of the information, reflect a set of qualities and aspects to be taken into consideration and, consequently, about which to reflect carefully. All this, with the firm intention of introducing the opportune improvements that lead students to manifest an authentic and intrinsic interest in learning and training throughout life.

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The role of implicit theories in students' grit, achievement goals, intrinsic and extrinsic motivation, and achievement in the context of a long-term challenging task

Cited by 124 publications

References 56 publications

Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner

Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner

Implicit theories of self‐regulated learning: Interplay with students’ achievement goals, learning strategies, and metacognition

Un análisis cualitativo de la motivación ante el aprendizaje de estudiantes de educación secundaria

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