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ERIC Number: ED522801
Record Type: Non-Journal
Publication Date: 2010
Pages: 142
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1242-3426-7
Implicit Theories of Ability, Epistemic Beliefs, and Academic Motivation: A Person-Centered Approach
Chen, Jason
ProQuest LLC, Ph.D. Dissertation, Emory University
The purpose of the present study was to (1) explore which distinct student profiles emerge from measures of science epistemic beliefs and implicit theories of science ability; (2) investigate how these emergent student profiles relate to science motivation and achievement; and (3) explore how these emergent student profiles differ by race/ethnicity, gender, school context (regular public school versus a STEM-focused charter school), and type of science course (life science versus physical science). Participants were 716 students from two different high schools from within the same county. One school was a regular public school and the other was a charter school that focused specifically on Science, Technology, Engineering, and Mathematics (STEM). Cluster analysis revealed that a 4-cluster solution was the best candidate for students attending both types of schools. In addition, the cluster patterns were similar between schools. When controlling for prior achievement, an Analysis of Covariance revealed that students in clusters exhibiting more sophisticated stances about the nature of scientific knowledge and incremental views about the nature of ability also achieved higher science grades and exhibited more adaptive science motivation. The findings were consistent with and corroborated past variable-centered approaches investigating implicit theories of ability and epistemic beliefs. Finally, a chi-square test of independence revealed that there were differences in the composition of the student profiles as a function of race/ethnicity and by gifted status. Findings refine and extend the tenets of implicit theory of ability and epistemic beliefs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A