Jason Chen|Frank Pajares
Implicit theories of ability of Grade 6 science students: Relation to epistemological beliefs and academic motivation and achievement in science
Emory University|Emory University
investigated associations implicit theories epistemological beliefs effects academic motivation achievement students grade 6 science b mean differences implicit theories epistemological beliefs academic motivation achievement function gender raceethnicity n 508 path analysis revealed incremental view ability direct indirect effects adaptive motivational factors whereas fixed entity views direct indirect effects maladaptive factors epistemological beliefs mediated influence implicit theories ability achievement goal orientations selfefficacy science achievement results discussed relation dweck leggetts 1988 socialcognitive theory focus middle school science