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Implicit beliefs of ability and maladaptive learning : does self-efficacy matter?

Catalogue Information
Field name Details
Nuova numerazione 80556
Collocazione UPS BIBL CENTR 39-C-2582
Autore LUO, W.
Titolo Implicit beliefs of ability and maladaptive learning : does self-efficacy matter? Parte componente di periodico
Descrizione fisica pp. 153-168.
Nota generale Estratto da: Educational Psychology 2019, 39, 2.
Riassunto This study investigated the interaction between self-efficacy and implicit beliefs of ability in their association with maladaptive learning in mathematics. The analysis was based on a large sample of 2538 Singapore Secondary 2 students (Mage = 13.75), who took measures of entity beliefs of ability, self-efficacy, and three maladaptive learning variables in mathematics: novelty avoidance, cheating, and anxiety. We conducted latent interaction analysis with gender and previous mathematics achievement controlled and found that higher self-efficacy did not buffer, but enhanced the positive association between entity beliefs of ability and the three maladaptive learning variables. When entity beliefs of ability were higher, the increase in the three maladaptive learning was larger for those with higher self-efficacy than those with lower self-efficacy. Findings suggest a revision of the moderation hypothesis in the literature: higher self-efficacy is more helpful in preventing maladaptive learning for incremental theorists than for entity theorists.
Tipo di documento RICERCA.
Soggetto CINA.
ABILITÀ.
APPRENDIMENTO.
AUTOEFFICACIA.
DISADATTAMENTO.
BENESSERE.
SALUTE.
PROBLEMI SOCIALI.
ANSIA.
PREVENZIONE.
Ambito Pedagogico
Psicologico
Autore Secondario LIEM, G.A.D.
LEE, K.
Titolo correlato Educational Psychology 2019, 39, 2.
Accesso online Scheda EBSCO
Catalogue Information 80556 Beginning of record . Catalogue Information 80556 Top of page .
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