Chinese students' implicit theories of intelligence and school performance: Implications for their approach to schoolwork
Publication in refereed journal


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摘要This research examined among Chinese students (1) the distinction between implicit theories (i.e., beliefs about the changeability) of intelligence and school performance, and (2) the unique role of each theory in predicting approach to schoolwork in terms of helplessness. Two studies each spanning six months were conducted. In Study 1, tenth graders (Ns = 581 at Time 1, 361 at Time 2) reported on their implicit theories at Time 1, and helplessness at both times. In Study 2, seventh graders (Ns = 479 at Time 1, 457 at Time 2) reported on their implicit theories, with helplessness rated by homeroom teachers, at both times. The studies showed that implicit theories of intelligence and school performance were reliably distinguishable among Chinese students, who viewed intelligence as more unchangeable than school performance. The two implicit theories each uniquely predicted helplessness, such that the stronger one's belief that intelligence or school performance cannot be changed, the more helpless one's approach to schoolwork six months later, adjusting for initial helplessness. (C) 2012 Elsevier Ltd. All rights reserved.
著者Wang Q, Ng FFY
期刊名稱Personality and Individual Differences
詳細描述To ORKTS: duplicate record
出版年份2012
月份6
日期1
卷號52
期次8
出版社PERGAMON-ELSEVIER SCIENCE LTD
頁次930 - 935
國際標準期刊號0191-8869
語言英式英語
關鍵詞Chinese students; Helpless approach to schoolwork; Implicit theory of intelligence; Implicit theory of school performance; Longitudinal research
Web of Science 學科類別Psychology; Psychology, Social; PSYCHOLOGY, SOCIAL

上次更新時間 2020-29-11 於 00:54