IMPLICIT THEORIES OF INTELLIGENCE AND GOAL ORIENTATIONS IN RELATION TO SCHOOL ACHIEVEMENT

  • Adina Petronela VECHIU Al. I. Cuza University, Iaşi, Romania
  • Roxana-Elena LEONTE Al. I. Cuza University, Iaşi, Romania
Keywords: entity theories, incremental theories, performance-approach goals, mastery-approach goals, school achievement

Abstract

This paper targets the exploration of the connection between the implicit theories of intelligence, the goal orientations and the school achievement in high school students. The group of participants contains 209 students from Iasi County. These students have filled in two research tools: Implicit Theories of Intelligence Questionnaire (Dweck, 2000) and Achievement Goal Questionnaire (Elliot & McGregor, 2001). School achievement has been operationalized considering the yearly average grades and it has been self-reported. The results have shown that the implicit theories of intelligence, as well as both categories of mastery-approach goals orientation, represent meaningful predictors of school achievement.

Author Biographies

Adina Petronela VECHIU, Al. I. Cuza University, Iaşi, Romania

Doctoral student, Faculty of Psychology and Educational Sciences, „Alexandru Ioan Cuza” University of Iasi, Romania

Roxana-Elena LEONTE, Al. I. Cuza University, Iaşi, Romania

Doctoral student, Faculty of Psychology and Educational Sciences, „Alexandru Ioan Cuza” University of Iasi, Romania

Published
2021-11-24
How to Cite
VECHIU, A. P., & LEONTE, R.-E. (2021). IMPLICIT THEORIES OF INTELLIGENCE AND GOAL ORIENTATIONS IN RELATION TO SCHOOL ACHIEVEMENT. International Journal of Social and Educational Innovation (IJSEIro), 8(16), 28-44. Retrieved from https://journals.aseiacademic.org/index.php/ijsei/article/view/222
Issue
International Journal of Social and Educational Innovation, Vol. 8, Issue 16, 2021
Section
Articles

Copyright (c) 2021 Authors

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