Implicit Theories of Ability of Grade 6 Science Students: Relation to Epistemological Beliefs and Academic Motivation and Achievement in Science.

By Jason A. Chen, Frank Pajares. 2010

328 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/41afc9689bb2c34dc878eb5768a836d0683b70a1

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Changes in implicit theories of ability in biology and dropout from STEM majors: A latent growth curve approach (2014, background): “With a sample of 508 sixth graders, Chen and Pajares (2010) found effects of implicit theories on epistemic beliefs (b = .30), goal orientations (b = .27), and self-efficacy (b = .05).”
State of the art – teacher effectiveness and professional learning (2014, positive): “…rather than supposition have been posited as helpful in overcoming negative expectations, as has a view of ability focused on malleability rather than fixed levels of ability and an emphasis on the role of effort rather than ability in achievement (Chen & Pajares, 2010; Liu & Wang, 2008).”
Growth mindset predicts achievement only among rich students: examining the interplay between mindset and socioeconomic status (2021, background): “Although Dweck’s (1999) original research on mindsets have referred to beliefs about intelligence in general, studies have also emerged suggesting the need to measure domain-specific mindsets (e.g., Chen and Pajares 2010; Lou and Noels 2019).”
Academic self-efficacy, growth mindsets, and university students' integration in academic and social support networks (2018, background): “Students entertaining growth mindsets believe that people's intellectual talent can grow in times of difficulty through the investment of effort (Chen & Pajares, 2010; Dweck & Leggett, 1988; Yeager & Dweck, 2012).”
Implicit Theories, Epistemic Beliefs, and Science Motivation: A Person-Centered Approach (2012, background): “This also reinforces findings from Chen and Pajares (2010) about gender differences with implicit theories.”
Effects of a one-shot growth mindset intervention on beliefs about intelligence and achievement goals (2018, background): “…shows implicit beliefs to be related in predictable ways to achievement goals (Aronson et al., 2002; Blackwell et al., 2007; Bråten & Strømsø, 2004; Chen & Pajares, 2010; Dweck & Leggett, 1988; Robins & Pals, 2002), persistence and effort (Brown, 2009; Hong et al., 1999), self-regulation…”
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).”
Mind-sets matter: a meta-analytic review of implicit theories and self-regulation. (2013, methodology): “In the current analysis, an example of an approach-oriented performance goal involves students reporting that doing better than other students in school was important to them and would make them feel successful (Bråten & Strømsø, 2006; Chen & Pajares, 2010; Elliot & McGregor, 2001).”
A CLOSER LOOK AT GRIT AND LANGUAGE MINDSET AS PREDICTORS OF FOREIGN LANGUAGE ACHIEVEMENT (2020, background): “10, respectively). Research has indicated that mindsets can be domain specific, which means it might be possible for a student to have a growth mindset about one domain (e.g., mathematics) and a fixedmindset about another domain (e.g., English). Therefore, several studies have been conducted on mind”