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

By Y. Ommundsen, R. Haugen, T. Lund. 2005

163 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Physical Therapy, Sports Therapy and Rehabilitation, Social Psychology

View Paper: https://www.semanticscholar.org/paper/2b164bdb2b02add081b828263c304004a0dcf224

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In Experimental and Cognitive Psychology

In Physical Therapy, Sports Therapy and Rehabilitation

Carlos M. Rodriguez

In Social Psychology

Citations in the corpus

My intelligence may be more malleable than yours: the revised implicit theories of intelligence (self-theory) scale is a better predictor of achievement, motivation, and student disengagement (2015, unknown): “However, some studies have also failed to replicate these effects (Dupeyrat & Mariné, 2005; Ommundsen et al., 2005).”
Mind-sets matter: a meta-analytic review of implicit theories and self-regulation. (2013, background): “, Kray & Haselhuhn, 2007; Nussbaum & Dweck, 2008; Thompson & Musket, 2005), others have shown null effects (e.g., Biddle et al., 2003; Doron et al., 2009; Ommundsen et al., 2005).”
The impact of academic self‐concept, expectations and the choice of learning strategy on academic achievement: the case of business students (2009, result): “Moreover, this finding extends previous research on self‐regulating strategies (Hattie, 1992 ; Ommundsen, Haugen, & Lund, 2005 ; Valle et al, 2003 ) by incorporating academic expectations as a self‐regulating mechanism.”
The effects of diaries on self-regulation strategies of preservice science teachers (2010, unknown): “Zusho and Pintrich (2003) investigated how students’ level of motivation strategies changed over time. The results showed an overall decline in students’ motivational levels over time. This general trend of decreasing motivation has been well documented in the literature (Pintrich & Schunk, 2002). I”
Encouraging Self-Regulated Learning in the Classroom: A Review of the Literature (2011, background): “18 strategies such as doing homework efficiently (Ommundsen et al., 2005), students with identities consistent with intellectual curiosity may be more apt to engage in SRL learning (Wang & Holcombe, 2010).”