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dc.creatorGonida, E.en
dc.creatorKiosseoglou, G.en
dc.creatorLeondari, A.en
dc.date.accessioned2015-11-23T10:28:38Z
dc.date.available2015-11-23T10:28:38Z
dc.date.issued2006
dc.identifier.issn29556
dc.identifier.urihttp://hdl.handle.net/11615/28043
dc.description.abstractIn the present study 3 alternative causal models concerning the relationships between implicit theories of intelligence, perceived academic competence, and school achievement were tested. The direction of changes in implicit theories and perceived competence during early adolescence also was examined. A total of 187 fifth and sixth graders were tested and retested a year later, when they were sixth and seventh graders, respectively. Cross-lagged regression analyses indicated that school achievement determined the adoption of a particular implicit theory through the mediation of perceived competence. Implicit theories were found to change toward the adoption of more incremental beliefs and perceived academic competence declined; however, high achievers, as compared with their low- and middle-level classmates, adopted more incremental beliefs and had significantly higher perceived competence. © 2006 by the Board of Trustees of the University of Illinois.en
dc.source.urihttp://www.scopus.com/inward/record.url?eid=2-s2.0-33746870423&partnerID=40&md5=38f2ff6e6321f55f0b258b17853dd67b
dc.subjectachievementen
dc.subjectarticleen
dc.subjectchilden
dc.subjectfemaleen
dc.subjecthumanen
dc.subjectintelligenceen
dc.subjectlearningen
dc.subjectmaleen
dc.subjectpsychological theoryen
dc.subjectquestionnaireen
dc.subjectschoolen
dc.subjectself concepten
dc.subjectHumansen
dc.subjectQuestionnairesen
dc.subjectSchoolsen
dc.titleImplicit theories of intelligence, perceived academic competence, and school achievement: Testing alternative modelsen
dc.typejournalArticleen


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