Is the Incremental Theory of Intelligence a Key to Students’ Motivational Engagement? The Moderating Effects of Self-enhancement and Self-criticism.
Document Type
Article
Publication Date
11-10-2017
Publication Title
Interactive Learning Environments
Volume
26
Issue
6
First page number:
730
Last page number:
744
Abstract
The incremental theory of intelligence has been identified as a strong predictor of students’ learning motivation. Recent research has suggested various moderators of its effect. The present study sought to examine the moderating effects of self-enhancement and self-criticism on the relation between incremental intelligence beliefs and students’ motivational engagement. Responses were collected from 440 junior secondary school students in Macau. The results showed that self-enhancement strengthened the effect of incremental beliefs on students’ efforts after a perceived failure. Self-criticism strengthened the effect of incremental beliefs on efforts after a perceived success. The reasons for these findings are discussed and their pedagogical implications elucidated.
Keywords
Implicit theories, Incremental beliefs, Self-enhancement, Self-criticism, Motivational engagement
Language
eng
Repository Citation
Chen, W.,
Chen, C.,
Dai, C.,
U, N.,
Cheng, L.
(2017).
Is the Incremental Theory of Intelligence a Key to Students’ Motivational Engagement? The Moderating Effects of Self-enhancement and Self-criticism..
Interactive Learning Environments, 26(6),
730-744.
http://dx.doi.org/10.1080/10494820.2017.1402061