id gen psych
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Implicit Theories of Intelligence,
Academic Self-Regulation &
Academic Performance of First YearCollege Students
Ma. Joanna Tolentino-Anonuevo
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Theoretical Framework Incremental Theory of Intelligence
(Dweck, 1999)
Social-Cognitive Theory of Self-Regulation(Zimmerman & Martinez-Pons, 1986)
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In Implicit Theories of Intelligence, Dweck
(1999) identified two assumptions regarding
intelligence: (a) entity theory posits that intelligence is
fixed though new things can be learned or
knowledge may still be acquired, and (b) incremental theory considers intelligence
as malleable which may be developed through
one’s effort (Dweck, 1986, 1999).
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Students’ adaptation of an entity or
incremental belief about their intelligence
influences the type of achievement goals theyadapt and also determines utilization of
adaptive or maladaptive motivational patterns
(Dweck, 1986).
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Entity theorists tend to be more oriented
toward performance goal, characterized by
high levels of competence so as to avoidothers’ negative judgments of their abilities.
They tend to engage in learning tasks that are
easy to accomplish and requires little effort.
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Incremental theorists endorse mastery goals
to enhance and develop competence, thus
prefer novel, difficult or challenging tasks(Dweck, 1999).
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Related Research Articles Ainley, M.D. (1993). Styles of engagement with learning:
Multidimensional assessment of their relationship with
strategy use and school achievement. Journal of
Educational Psychology, 85, 395-405.
Magno, C. (2009). Investigating the effect of
school ability on self-efficacy, learning
approaches, and metacognition. The
Asia-Pacific Education Researcher, 18,
233-244.
Kitsantas, A., Winsler, A., & Huie, F. (2008). Self-regulation
and ability predictors of academic success during college: A predictive
validity study. Journal of Advanced Academics, 20, 42-68
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Research Questions1. Are there significant differences between students withentity & incremental theories of intelligence on theiracademic self-regulation, specifically:
a) Memory strategy
b) Goal settingc) Self-evaluation
d) Seeking assistance
e) Environmental structuring
f) Learning responsibility
g) Organizing2. Is there significant difference between students with entity
& incremental theories of intelligence on their academicperformance?
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Hypothesis1. There are no significant differences between
students with entity & incremental theories of intelligence on their academic self-regulation,
specifically:a) Memory strategy
b) Goal setting
c) Self-evaluation
d) Seeking assistance
e) Environmental structuringf) Learning responsibility
g) Organizing
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Hypothesis
1. There is no significant difference between
students with entity & incremental theories
of intelligence on their academicperformance.
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Methodology
Participants
82 1st year college students enrolled in LSCA
for the 2nd semester 2010/11Sampling Technique
Convenience sample
Statistical Analysis
t-test for Independent groups
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Instruments Academic Self-Regulation Learning Scale (Magno, 2010).
55 items with 7 categories are as follows:1. Memory strategy ( 14 items )
2. Goal setting ( 5 items )
3. Self-evaluation ( 12 items )
4. Seeking Assistance ( 8 items )
5. Environmental structuring ( 5 items )
6. Learning responsibility ( 5 items )
7. Organizing (6 items ) 4-point Likert scale response
4=Strongly Agree, 3=Agree, 2=Disagree & 1=StronglyDisagree
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Instruments
Implicit Theories of Intelligence (Henderson, Dweck & Chiu, 1992)
It consists of three items mewasuring intelligence as a
“fixed” entity.
6-point Likert scale response
1= strongly agree to 6= strongly disagree
The higher the score, the more one believes thatintelligence is a malleable quality.
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Sample Items of Academic Self-Regulation
Scale (Magno, 2010)
Memory Strategy
1. I write information that I need to remember.
Goal setting1. I make sure to accomplish the things I need
to do each day.
Self-Evaluation1. I evaluate my accomplishments at the end of
each study session.
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Sample Items of Academic Self-Regulation
Scale (Magno, 2010)
Seeking Assistance
1. I enjoy group work because of the cooperation.
Environmental structuring
1. I avoid any distractions while doing school work. Learning responsibility
1. I recheck my homework if it is done properlybefore submitting.
Organizing1. I mark important concepts and information I find in
my readings.
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Implicit Theories of Intelligence(Henderson, Dweck & Chiu, 1992)
1. I have certain amount of intelligence and I
cant really do much to change it.
2. My intelligence is something that I cannotchange very much.
3. I can learn new things but I cant really
change my intelligence.
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Variable # of Items Cronbach’s Alpha
Memory Strategy 14 .78
Goal setting 5 .83
Self evaluation 12 .83
Seeking Assistance
8 .45Environmental structuring 5 .74
Learning Responsibility 5 .75
Organizing 5 .67
Incremental Theories of
Intelligence3 .81
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ResultsGroup 1 Group 2 T value
Incremental
Theories of
Intelligence
2.42708 4.29333 -12.9951 Significant
Grade 82.21875 80.88000 1.0791
Memory
Strategy 3.13616 2.84143 3.3954 Significant
Goal setting 3.20625 3.00000 1.5070
Self evaluation 3.27604 3.05000 2.5452
SeekingAssistance 3.10547 2.99250 1.4492
Environmental
structuring3.22500 3.15200 0.5807
Learning
Responsibility3.15000 2.92800 1.9781 Significant
Organizing 3.27500 3.16000 1.0886
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Findings
Students with entity theory of intelligencehave significantly higher academic self-regulation, particularly in memory strategy,self-evaluation, and learning responsibilitythan those with incremental theory of intelligence.
There is no significant difference betweenstudents with entity incremental theory interms of their academic performance.
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Kiosseoglou & Leondari (2006)
Implicit theories are outcome of prior school
achievement and mediated by perceivedcompetence.
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Thank You