ERIC Number: EJ1208047
Record Type: Journal
Publication Date: 2019
Abstractor: As Provided
Implicit Beliefs of Ability and Maladaptive Learning: Does Self-Efficacy Matter?
Luo, Wenshu; Liem, Gregory Arief D.; Lee, Kerry
Educational Psychology, v39 n2 p153-168 2019
This study investigated the interaction between self-efficacy and implicit beliefs of ability in their association with maladaptive learning in mathematics. The analysis was based on a large sample of 2538 Singapore Secondary 2 students (M[subscript age] = 13.75), who took measures of entity beliefs of ability, self-efficacy, and three maladaptive learning variables in mathematics: novelty avoidance, cheating, and anxiety. We conducted latent interaction analysis with gender and previous mathematics achievement controlled and found that higher self-efficacy did not buffer, but enhanced the positive association between entity beliefs of ability and the three maladaptive learning variables. When entity beliefs of ability were higher, the increase in the three maladaptive learning was larger for those with higher self-efficacy than those with lower self-efficacy. Findings suggest a revision of the moderation hypothesis in the literature: higher self-efficacy is more helpful in preventing maladaptive learning for incremental theorists than for entity theorists.
Descriptors: Foreign Countries, Self Concept, Self Esteem, Self Efficacy, Mathematics Skills, Academic Ability, Novelty (Stimulus Dimension), Cheating, Anxiety, Gender Differences, Mathematics Achievement, Learning Problems, Grade 8, Secondary School Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 8; Junior High Schools; Middle Schools; Secondary Education
Authoring Institution: N/A
Identifiers - Location: Singapore
Identifiers - Assessments and Surveys: Patterns of Adaptive Learning Survey