Title

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

UNLV article access

Search your library

Share

COinS