Implicit Theories of Intelligence, Goal Orientation, Cognitive Engagement, and Achievement: A Test of Dweck's Model with Returning to School Adults.

By C. Dupeyrat, Claudette Mariné. 2005

512 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/a769be1b676b025640092a1ebb8cfdea03a362a3

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Social Support in the Workplace and Training Transfer: A longitudinal analysis (2010, unknown): “…mastery goal orientation has been found to influence transfer through pretraining motivation (Chiaburu & Marinova, 2005), metacognitive activity (Ford et al., 1998; Schmidt & Ford, 2003), and deeper (rather than superficial) cognitive processing strategies and effort (Dupeyrat & Mariné, 2005).”
Changes in implicit theories of ability in biology and dropout from STEM majors: A latent growth curve approach (2014, background): “Research that has tested Dweck’s theoretical framework as a whole provides evidence for strong associations among implicit theories, motivation, and achievement, which supports the predictive validity of implicit theories (Dupeyrat & Mariné, 2005; Stipek & Gralinski, 1996).”
Achievement Goal Theory at the Crossroads: Old Controversies, Current Challenges, and New Directions (2011, unknown): “…2001; Elliot et al., 1999; Harackiewicz et al., 2000; Wolters, 1998) and occasionally even predict deep learning strategies (Al-Amadi, 2001; Dupeyrat & Marin´e, 2005; Howell & Watson, 2007; Liem, Lau, & Nie, 2008): perhaps the learning tactics of performance-focused students depend on…”
Impact of Time Management Behaviors on Undergraduate Engineering Students’ Performance (2019, background): “…between academic attainment and ability to stay on task; however, many studies have found that high levels of motivation help maintain focus (Dupeyrat & Mariné, 2005) and are likely to lead to success in general (Deci & Ryan, 2000) as well as specific success in student outcomes…”
The impact of an online intervention (Brainology) on the mindset and resiliency of secondary school pupils: a preliminary mixed methods study (2012, background): “Dupeyrat and Marine ( 2005 ) did not find a significant relationship between theories of intelligence and goal orientation or cognitive engagement in learning in adults.”
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): “Although there is some research in which entity and incremental beliefs have been examined as independent constructs or typologies (Dupeyrat & Marine, 2005; Hong, Chiu, Dweck, Lin & Wan, 1999), they are more widely examined along a single continuous dimension with entity beliefs at one end, and…”
What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. (2014, result): “T hi s ar tic le is in te nd ed so le ly fo r th e pe rs on al us e of th e in di vi du al us er an d is no t to be di ss em in at ed br oa dl y. (Dupeyrat & Mariné, 2005; Kennett & Keefer, 2006).”
Subjective evaluations of intelligence and academic self-concept predict academic achievement: Evidence from a selective student population (2009, unknown): “Based on previous research on achievement goals and implicit theories (e.g.,Dweck, 1999; Dupeyrat & Mariné, 2005; Elliot & Dweck, 1988, we expected that both measures of implicit theories would be significantly and positively correlated with mastery goal orientation (r=.25 , p<.01, n=239 and r=.22,…”
Interrelations between self‐efficacy and learning approaches: a developmental approach (2011, unknown): “For instance, research in secondary and tertiary institution settings yielded findings that show the associations between mastery goals and deep learning approach (Dupeyrat & Marine, 2005 ; Fenollar et al, 2007 ; Liem et al, 2008 ; Senko & Miles, 2008 ), and between performance‐approach goals an”
Relations between goals, self‐efficacy, critical thinking and deep processing strategies: a path analysis (2009, methodology): “…studies have shown a work-avoidance orientation to be related positively to the use of surface processing strategies (Fenollar et al., 2007; Meece et al., 1988) and negatively to the use of deep processing strategies and effort (Dupeyrat & Mariné, 2005; Fenollar et al., 2007; Meece et al., 1988).”