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Is the incremental theory of intelligence a key to students' motivational engagement? The moderating effects of self-enhancement and self-criticism
Wei-Wen Chen; Ching-Chen Chen; Chia-Liang Dai; Nok Man U; Lin Cheng
2018
Source PublicationINTERACTIVE LEARNING ENVIRONMENTS
ISSN1049-4820
Volume26Issue:6Pages:730-744
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.

KeywordImplicit Theories Incremental Beliefs Self-enhancement Self-criticism Motivational Engagement
DOI10.1080/10494820.2017.1402061
URLView the original
Indexed BySSCI ; SSCI
Language英语
WOS Research AreaEducation & Educational Research
WOS SubjectEducation & Educational Research
WOS IDWOS:000439886800003
PublisherROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Fulltext Access
Citation statistics
Cited Times [WOS]:1   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionFaculty of Education
Corresponding AuthorWei-Wen Chen
AffiliationFaculty of Education, University of Macau, Macau, People’s Republic of China
First Author AffilicationFaculty of Education
Corresponding Author AffilicationFaculty of Education
Recommended Citation
GB/T 7714
Wei-Wen Chen,Ching-Chen Chen,Chia-Liang Dai,et al. Is the incremental theory of intelligence a key to students' motivational engagement? The moderating effects of self-enhancement and self-criticism[J]. INTERACTIVE LEARNING ENVIRONMENTS,2018,26(6):730-744.
APA Wei-Wen Chen,Ching-Chen Chen,Chia-Liang Dai,Nok Man U,&Lin Cheng.(2018).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.
MLA Wei-Wen Chen,et al."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(2018):730-744.
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