Self‐theories: some implications for teaching and learning in higher education

By Mantz Yorke *, P. Knight. 2004

183 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/f60109cd15481a85f497ebc573f485ba08adbaee

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006, background): “Grant and Dweck (2003) have confirmed the validity of this model within higher education, as have Yorke and Knight (2004), who found that about one-third of a sample of 2269 undergraduates students in first and final years, and across a range of disciplines, held beliefs in fixed intelligence.”
The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: a circumplex approach (2020, unknown): “Only a handful studies have examined the role of teachers’ mindsets in the context of higher education, thereby mostly focusing on teachers’ own implicit self-beliefs instead of the beliefs they hold about the malleability of students’ intelligence (e.g., Thadani et al. 2010; Yorke and Knight 2004).”
Evidence-informed pedagogy and the enhancement of student employability (2007, background): “However, a perception, albeit a minority perception, that intelligence is essentially fixed and not particularly malleable has implications for student learning (and, by extension, to teaching in higher education: see Yorke & Knight, 2004 ).”
Improving student engagement: Ten proposals for action (2010, background): “This assumes that students are their own learning agents, able to achieve their goals (Ainley, 2006; Schuetz, 2008; Yorke and Knight, 2004).”
Enacting strategies for graduate employability: How universities can best support students to develop generic skills (2016, background): “Yorke and Knight (2004), for example, suggest that many of work-related skills are not learned until graduates are in a workplace.”
Enhancing employability: integrating real world experience in the curriculum (2009, background): “It is broadly accepted that learners with malleable views on learning are better equipped for lifelong learning, are more “versatile” and “explorative” in their approach to learning (Yorke and Knight, 2004), deal better with challenges and are more inclined to take creative risks in learning.”
Transitions in higher education (2010, background): “Transitions in self‐concept are of a higher order still and will depend on many of the others but, for example, the views held by teachers and students on the specific matter of whether intelligence is fixed or malleable may influence how students perform (Yorke & Knight, 2004 ).”
The professional learning of teachers in higher education (2006, background): “Should Barnett and Coate’s ideas have some validity, there are significant implications for undergraduate education (which Yorke and Knight [ 2004 ] have begun to explore) and for EPD.”
Framing student engagement in higher education (2013, background): “The student variables shown are merely representative of the wide range of factors influencing engagement that have been studied; for example, motivation (Fazey and Fazey 2001 ), personality (Poropat 2009 ) and self theories (Yorke and Knight 2004 ).”