Implicit theories, goal orientations, and perceived competence: Impact on students' achievement behavior

By A. Leondari, V. Gialamas. 2002

146 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/33dd371c4259cf6c1a9baa48f0db5f6e76415942

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

The Strength of the Relation Between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical, Methodological, and Instructional Implications (2012, result): “…Elliot et al., 1999; Fortunato & Goldblatt, 2006; Harackiewicz, Durik, Barron, LinnenbrinkGarcia, & Tauer, 2008; Horvath, Herleman, & McKie, 2006; Leondari & Gialamas, 2002; Niemivirta, 2002; Radosevich, Vaidyanathan, Yeo, & Radosevich, 2004; Schmidt & Ford, 2003; Sideridis, 2005a, 2006; E.…”
Subjective evaluations of intelligence and academic self-concept predict academic achievement: Evidence from a selective student population (2009, unknown): “Comprised of different components, these meaning systems directly or indirectly lead to individual differences in academic motivation and behavior (e.g., Ablard, 2002; Bong & Clark, 1999; Dweck, 1999; Leondari & Gialamas, 2002).”
Mind-sets matter: a meta-analytic review of implicit theories and self-regulation. (2013, background): “…an illustration of a nonspecific goal, a study in the current analysis that revealed a small correlation between performance goals and achievement (Leondari & Gialamas, 2002) assessed performance goals as student’s desire to demonstrate superior ability (performance-approach, r .17) or to avoid…”
Implicit theories and IQ test performance: A sequential mediational analysis ☆ (2008, background): “A few studies (Dupeyrat & Marine, 2005; Leondari & Gialamas, 2002) have not found support for this relationship, but the bulk of the available evidence tends to support Dweck's (1986) proposal that entity theory, relative to incremental theory, has negative implications for performance.”
Chinese mindset: theories of intelligence, goal orientation and academic achievement in Hong Kong students (2015, background): “Two studies (Leondari & Gialamas, 2002; Stone, 1998) found that incremental beliefs are positively correlated with mastery and performance-approach goals, and negatively correlated with performance-avoidance goals.”
The role of individual and contextual factors in the development of maths skills (2009, result): “While studies have shown that performance avoidance is associated with non-effective learning strategies and low achievement (Leondari & Gialamas, 2002; McGregor & Elliot, 2002; Wolters, 2004), results concerning the mastery and performance-approach orientations are mixed (Kenney-Benson, Pomerantz,…”