ERIC Number: EJ1198268
Record Type: Journal
Publication Date: 2019
Abstractor: As Provided
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.
Descriptors: Gender Differences, Goal Orientation, Academic Achievement, Intelligence, Student Attitudes, Self Concept, Correlation, Grade 7, Measures (Individuals), Grades (Scholastic), Social Cognition, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Authoring Institution: N/A
Identifiers - Location: Romania