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Implicit beliefs of ability and maladaptive learning : does self-efficacy matter?
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Catalogue Record 80556
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Catalogue Information
Catalogue Record 80556
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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.
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