Self-beliefs among students: Grade level and gender differences in self-esteem, self-efficacy and implicit theories of intelligence

Abstract

The present study investigated the relation between self-esteem, self-efficacy and implicit theories of intelligence (entity and incremental) in a sample of 6th and 8th grade Norwegian students (N=2.062) in order to test the factor structure of these variables, how they may differ according to gender and grade level, and how they may predict academic achievement level. The results showed positive relations between self-esteem, self-efficacy and incremental theories of intelligence, and a negative relation between entity and incremental theories of intelligence, but this latter relation was significantly stronger among 8th graders. Despite better academic achievement among 8th grade girls, they had lower levels of self-esteem, self-efficacy, and incremental views of intelligence than boys. In conclusion, evaluative components of self-beliefs (self-esteem and self-efficacy) and implicit theories of intelligence constitute separate, but related factors, and there are age and gender specific differences which are of theoretical and practical importance.