Exploring relations among college students’ prior knowledge, implicit theories of intelligence, and self-regulated learning in a hypermedia environment

2010 ◽  
Vol 55 (3) ◽  
pp. 1027-1043 ◽  
Author(s):  
Jeffrey Alan Greene ◽  
Lara-Jeane Costa ◽  
Jane Robertson ◽  
Yi Pan ◽  
Victor M. Deekens
Keyword(s):  
College Students ◽  
Prior Knowledge ◽  
Implicit Theories ◽  
Implicit Theories Of Intelligence ◽  
Theories Of Intelligence ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals Self-Regulated Learning in Students of Pedagogy1

2014 ◽  
Vol 24 (59) ◽  
pp. 323-330 ◽  
Author(s):  
Janete Aparecida da Silva Marini ◽  
Evely Boruchovitch
Keyword(s):  
Learning Strategies ◽  
Extrinsic Motivation ◽  
Implicit Theories ◽  
Motivation To Learn ◽  
Use Of Self ◽  
Regression Analyses ◽  
Implicit Theories Of Intelligence ◽  
Theories Of Intelligence ◽  
Self Regulated Learning ◽  
Regulated Learning

Self-regulated learning is the process by which students plan, monitor and regulate their own learning. The aim of this study was to investigate relationships between motivation to learn, implicit theories of intelligence and self-handicapping strategies, and to examine the association of these variables in the prediction of the use of learning strategies in students of Pedagogy. The sample consisted of 107 Pedagogy students of two private universities of a city of São Paulo state. Data were collected using four Likert-type scales. Multivariate linear regression analyses revealed that participants with higher scores in the Learning Strategies Scale also presented significantly higher scores in intrinsic motivation and fewer reports of use of self-handicapping strategies. Higher scores in metacognitive strategies were significantly associated with both intrinsic an extrinsic motivation and with fewer reports of use of self-handicapping strategies. Results are discussed in terms of the contribution of Psychology to teacher education.

Examining the Effects of Task Instructions to Induce Implicit Theories of Intelligence on a Rational Thinking Task

2017 ◽  
Vol 225 (2) ◽  
pp. 146-156 ◽  
Author(s):  
Ivar Bråten ◽  
Andreas Lien ◽  
John Nietfeld
Keyword(s):  
Implicit Theories ◽  
Male Students ◽  
Task Instruction ◽  
Rational Thinking ◽  
Implicit Theories Of Intelligence ◽  
Entity Theory ◽  
Theories Of Intelligence ◽  
Theory Of Intelligence ◽  
Task Instructions ◽  
Culture Specificity

Abstract. In two experiments with Norwegian undergraduates and one experiment with US undergraduates, we examined the potential effects of brief task instructions aligned with incremental and entity views of intelligence on students’ performance on a rational thinking task. The research demonstrated that even brief one-shot task instructions that deliver a mindset about intelligence intervention can be powerful enough to affect students’ performance on such a task. This was only true for Norwegian male students, however. Moreover, it was the task instruction aligned with an entity theory of intelligence that positively affected Norwegian male students’ performance on the rational thinking task, with this unanticipated finding speaking to the context- and culture-specificity of implicit theories of intelligence interventions.

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