NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1198268
Record Type: Journal
Publication Date: 2019
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0305-5698
Intelligence Beliefs, Goal Orientations and Children's Academic Achievement: Does the Children's Gender Matter?
Diaconu-Gherasim, Loredana R.; Tepordei, Ana-Maria; Mairean, Cornelia; Rusu, Andrei
Educational Studies, v45 n1 p95-112 2019
This study evaluated how gender is related to children's intelligence beliefs, goal orientations and academic achievement and whether there are gender differences in how intelligence beliefs and goal orientations are related to academic achievement. The participants, 362 seventh grade students (55.8% girls; M[subscript age] = 13.20, SD = 0.57 years), completed measures regarding their intelligence beliefs and goal orientations at the beginning of the second semester and the grades were collected at the end of the semester. Girls reported higher scores on incremental belief, mastery goal and higher achievement but lower levels of performance avoidance compared to boys. The relations between intelligence beliefs and academic achievement were fully mediated by both performance goals. Further, there were no gender differences in the associations among intelligence beliefs, goal orientations and achievement. The findings reveal that goal orientations are a mechanism that might explain why intelligence beliefs are linked with academic achievement in early adolescence.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Romania