Implicit Theories, Epistemic Beliefs, and Science Motivation: A Person-Centered Approach

By Jason A. Chen. 2012

116 citations recorded by the source corpus.

Abstract The purpose of this study was to explore (a) the individual belief profiles that naturally arise among middle and high school science students (n = 1225); (b) the relationships between these profiles to science achievement and other prominent motivation variables; and (c) the demographic and developmental differences among the belief profiles. Results revealed that a four-class solution fit the data the best. These profiles were differentially related to achievement goal orientations, science self‐efficacy, and science achievement. Differences in profiles also arose as a function of minority status, grade level, and gender. Findings support and refine Schommer-Aikins's (2004) Embedded Systemic Model of epistemic beliefs. Results are discussed in relation to theory and implications for science instruction.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/1886b58bc3f375b0e05d8f939dc8e84807da02f6

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Achievement goals, emotions, learning, and performance : A process model (2015, unknown): “…with academic achievement, with some studies showing positive relationships with performance (e.g., Bipp, Steinmayr, & Spinath, 2012; Bong, 2001; Chen, 2012; Chiang, Yeh, Lin, & Hwang, 2011) and others reporting no relationship (e.g., Corkin, Yu, & Lindt, 2011; Elliot & Murayama, 2008;…”
Studying technology-based strategies for enhancing motivation in mathematics (2014, background): “…of research has shown that implicit theory of ability plays a key role in students’ academic motivation, achievement, and career choices (Blackwell et al. 2007; Chen and Pajares 2010; Chen 2012; Cury et al. 2006; Good et al. 2012; Grant and Dweck 2003; Hong et al. 1999; Stipek and Gralinski 1996).”