French undergraduates and academic errors: do implicit theories of intelligence and achievement goals impact students’ error beliefs and reactions?

This study examines the impact of a growth mindset on English language learning engagement among college students in Nanchang, China, within the framework of English as a Foreign Language (EFL) education. This present study also looks at the effectiveness of the mediator, that is, the perceived teacher support, in influencing the growth mindset towards language learning engagement of college students. The methodology used is a quantitative study. The research instrument used is in the form of a questionnaire. The question items were adapted from various reference sources where Self-determination Theory and, Implicit Theory of Intelligence were used as the theoretical foundation in this study. It investigates the mediating role of perceived teacher linguistic support—defined by motivational language, feedback style, and language scaffolding. Data were collected from 472 EFL undergraduate students through validated scales measuring growth mindset, perceived linguistic support, and language-specific engagement (e.g., English discussion participation, writing tasks). The measurement model and structural model were assessed using Social Sciences (SPSS) version 24.0 and Smart PLS-SEM (Partial Least Squares-Structural Equation Modeling) version 3.2.9 software. Structural Equation Modeling indicated that a growth mindset positively forecasts language learner engagement, with this link being somewhat mediated by teacher linguistic support. In addition, addresses an under-researched intersection in Chinese higher education: the mediating role of perceived teacher support between growth mindset and engagement. Therefore, these findings highlight the significance of fostering both learner mindset and pedagogical language strategies in enhancing EFL outcomes.

Why do many teachers spontaneously tend to use motivating teaching styles, while others tend to use demotivating ones, what is behind them? Previous studies have examined the autonomy supportive style in sufficient detail, showing its positive consequences for student motivation, as well as their academic achievement and well-being. Based on theories of motivation (self-determination theory, self-efficacy theory and implicit theories of intelligence), hypotheses are put forward about the role of three types of motivational variables in the teacher's preference for different types of interaction. This study was conducted to determine what stands behind the use of four teaching styles (N=391, teachers from primary and secondary schools in Russia) – autonomy support, structure, chaos and control, how they are related to the quality of their professional motivation, self-efficacy, and implicit theories of intelligence. Using structural equation modeling, the importance of autonomous motivation, as well as self-efficacy and incremental theory of intelligence in the preference for autonomy support and structuring teaching styles is shown. On the other hand, it is shown that controlled motivation and entity theory of intelligence lie behind the chaotic and controlling teaching styles. The results obtained are useful for predicting the effectiveness of teaching, as well as for developing recommendations and interventions aimed at improving teachers' interaction style, and supporting students’ autonomous motivation.

ABSTRACT The present study is the first to examine parents’ implicit theories of intelligence or ‘growth mindsets’ in relation to responses to challenge and achievement growth for young children, and for those facing economic hardship. Participants were 351 children ages 3 to 5 years who attended a Head Start preschool. Standard interviews measured parents’ implicit theories and family demographics at the start of the preschool year, and a behavioural protocol measured children’s responses to challenge. A standardized assessment measured children’s receptive vocabulary at start- and end-of-year timepoints to capture achievement growth in language. Structural equation modelling (SEM) revealed that parents’ implicit theories of intelligence or ‘growth mindsets’ related directly to children’s positive responses to challenge (carrying an indirect effect of parents’ formal education) and related indirectly to end-of-year vocabulary via responses to challenge. Implications concern promoting positive academic trajectories for children who face opportunity gaps related to poverty and systemic racism.

This study examined the relationship between the costs of feedback seeking and the implicit theory of intelligence, a belief about the variability of ability.Feedback is widely regarded as an essential resource for learning and self-improvement, yet individuals often hesitate to seek it because of anticipated social or psychological costs.Based on a pilot survey to explore such costs of seeking feedback in Japan, we investigated whether undergraduates' implicit theory of intelligence was correlated with multiple aspects of feedback concerns in a hypothetical situation (Study 1, N =198) and daily life (Study 2, N =196).Exploratory factor analysis (Study 1) indicated that the costs of feedback seeking consist of seven distinct factors, highlighting the multidimensional nature of such concerns.In particular, the analyses showed that self-presentation concerns and ego threat are separate constructs, and this distinction was also confirmed in the confirmatory factor analysis (Study 2).Moreover, results consistently indicated that the fixed theory of intelligence was correlated with concerns about self-presentation, but not with other types of costs, such as the fear of failure.The discussion considers the influence of cultural background on the result, the theoretical contributions to motivation research, and applied implications for designing supportive educational and organizational environment.

ABSTRACT Peer editing enhances critical thinking, improves student writing, ultimately leading to a more productive learning environment (Kostopoulou and O’Dwyer 2021; Lundstrom and Baker 2009, “To give is better than to receive: The benefits of peer review to the reviewer’s own writing.” Journal of Second Language Writing 18:30–43; Storch 2018, “Written corrective feedback from sociocultural theoretical perspectives: A research agenda.” Language Teaching 51 (02): 262–277; Yao et al. 2021, “How university EFL writers’ beliefs in writing ability impact their perceptions of peer assessment: Perspectives from implicit theories of intelligence.” Assessment & Evaluation in Higher Education 46 (1): 151–167). However, reservations toward peer feedback in a university EFL setting persist due to the accuracy of L2 feedback (Braine, 2003; Erdel 2023, “Student feedback literacy (SFL) profiles in an L2 writing classroom and the influence of peer feedback on the SFL features.” International Journal of Education and Literacy Studies 11 (3): 112–125.). This study utilized a pretest-posttest writing assessment to analyze differences in writing outcomes in an academic research writing course at two universities in Seoul, South Korea. The researchers also examined the accuracy of the L2 peer-editing feedback. The sampling consisted of five randomized classes of university undergraduates. Two control groups received feedback via the instructor and two experimental groups received peer-editing feedback. A fifth mixed group was divided between the control and experimental groups but within the same context. The instructors used both in-class and online feedback tools for the control and experimental groups. The analysis used Sengupta’s (1998, “Peer evaluation: ‘I am not the teacher’.” ELT Journal 52 (1): 19–28) revision taxonomy to assess peer feedback accuracy. Participants completed separate pretest and posttest writing assessments. One at the start of the semester (pretest) and one at the end (posttest). The researchers used a MANOVA to compare the pretest and posttest mean average assessment scores between the control and experimental groups. The results show that peer feedback matches the effectiveness of professor feedback for pretest/posttest scores. Researchers also assessed 156 peer-editing assignments for feedback accuracy. Peer editors demonstrated statistically significant accuracy. This study recommends using peer feedback for its benefits to L2 learners and instructors.

This study aimed at verifying the effect of experiential learning program on entrepreneurial mindset. This study was based on a quasi-experimental design. The subjects were 113 undergraduate students, in which without randomization, fifty-eight and fifty-five students were grouped to a treatment group and a control group, respectively. The subjects in the treatment group received the experiential learning intervention during six weeks. Meanwhile, the subjects in the control group received the problem-based instructional method. All subjects completed the entrepreneurial mindset scale at two measurement times (i.e., pre-test and post-test). Based on Shapiro-Wilk test, data were found not to be normally distributed. Hence, data were then analyzed using the non-parametric tests. Based on data analysis, the undergraduate students who involved in the experiential learning program had a higher entrepreneurial mindset than those who did not involve in the program. In addition, the undergraduate students who involved in the experiential learning program had an increased entrepreneurial mindset. This study provided a theoretical implication, in which it extended the literature of the Implicit Theory of Intelligence (ITI) and the Experiential Learning Theory (ELT) by providing the synthesis of both theories in the higher education context. This study also had a practical implication for the lecturers who have an interest in entrepreneurship education. According to our findings, the entrepreneurial mindset could be enhanced by the experiential learning program (i.e., the experiential learning intervention).
 
 Received: 9 September 2023 / Accepted: 24 February 2024 / Published: 5 March 2024

Objectives Resilience during old age reflects the capacity to adapt to changes and challenges associated with normative aging and is an important component of successful aging. Belief in the incremental theory of intelligence and personality could help older adults maintain cognitive functioning and social engagement, which may further contribute to their resilience. The current study investigated how implicit theories of intelligence and personality affected older adults’ resilience and examined cognitive functioning and social participation as two mediators. Method A total of 108 older adults aged 60–92 were recruited and completed relevant scales and cognitive tasks. Path analyses were conducted to estimate the expected mediation model. Results The incremental theory of intelligence, but not personality, was positively related to older adults’ resilience. Both cognitive functioning and social participation mediated the effect of the implicit theory of intelligence in the model without covariates. When background variables were controlled, the mediation effect of cognitive functioning remained significant, while the link between the implicit theory of intelligence and social participation was weakened. Conclusion Older adults’ implicit theory of intelligence plays a significant role in fostering resilience in late adulthood, especially through maintaining older adults’ cognitive functioning.

The impact of parents’ implicit theories of intelligence on young children’s approaches to learning: The serial-mediating roles of children’s achievement motivations and goal orientations

Abstract Online learning is becoming more and more common, so how to maintain learners' online learning engagement is very important. This study aims to explore the impact of future self‐continuity on college students' online learning engagement and its underlying mechanism of action. We utilized the Future Self‐Continuity Questionnaire, the Learning Self‐regulation Questionnaire, the Implicit Theories of Intelligence Scale, and the Online Learning Engagement Scale to measure the corresponding variables of a sample with 476 college students. The results revealed that future self‐continuity, autonomous motivation, and implicit theories of intelligence were significant positive predictors of student's online learning engagement. The positive association between future self‐continuity and student's online learning engagement was mediated by the autonomous motivation. Moreover, the mediating effect of autonomous motivation was moderated by the implicit theories of intelligence. Relation to the individual endorsing entity theorists, the mediating effect of autonomous motivation was stronger for individual holding increment theorists. Future self‐continuity has an impact on college students' online learning engagement levels directly or indirectly through autonomous motivation. Attention should be paid to the cultivation training of learners' future scenario imagination and autonomous motivation to facilitate their maintenance of focused online learning engagement.

Implicit theories pertain to one’s beliefs about personal traits. According to the implicit theories of intelligence, a fixed mindset perceives intelligence as stagnant, whereas a growth mindset perceives intelligence as malleable and subject to growth. Interventions aimed at promoting a growth mindset have been successful in multiple realms among students of all ages, backgrounds, and demographics of interest. We investigated the effect of a growth mindset of intelligence intervention on implicit theories of intelligence, verbal language skills, perceived academic stress, grit, and term grade point average. We also measured various demographics to assess which ones benefit the most from such a treatment. The growth mindset intervention spanned over seven 30-minute sessions that took place in person over the span of four weeks. The control group received equivalent training on the various theories of intelligence. The data showed that the intervention was successful and was associated with an increase in implicit theories of intelligence specifically in the experimental group with a large effect size, d = 1.80, 95% CI [1.16, 2.42], F(1,53) = 42.8, p < .001. Certain demographic groups, such as athletes, first-generation students, traditional nontransfer intent students, non-Hispanics, students who play a musical instrument, and students with mental illness benefited the most from the intervention. Furthermore, the intervention increased perceived academic stress in students with mental illness, decreased academic stress in first-generation students, and increased grit in athletes. Understanding which student population is more receptive to such interventions is crucial to future efforts in tailoring growth mindset interventions on college campuses.

Статтю присвячено теоретичному огляду імпліцитних теорій інтелекту й особистості в сучасній психології. Висвітлено спроби розкрити зміст імпліцитних теорій через концепції та знання, необхідні для орієнтації у світі. Так, у філософії ці знання визначаються як народна психологія – сукупність принципів, які допомагають людям розуміти, передбачати та пояснювати поведінку інших. У психологічній науці ці знання аналізуються крізь призму імпліцитних теорій, які є неусвідомленими або прихованими знаннями, що формуються на основі досвіду та соціального контексту. Наведено широке коло досліджень, які демонструють, що у психологічній літературі використовуються різні терміни для опису особистих теорій бачення та сприйняття світу, що ускладнює визначення точного значення поняття «імпліцитна теорія». У статті обґрунтовується положення про те, що імпліцитна теорія є системою індивідуальних і суб’єктивних переконань людини про власний інтелект і особистість, які можуть бути як стабільними, так і динамічними, залежно від підходу. Огляд теоретичних досліджень допомагає краще розуміти природу імпліцитних теорій і їхній вплив на психологічне благополуччя особистості.

The purpose of this study was to examine the influence of delinquent youths’ perceptions of juvenile justice system(JJS) workers’ implicit theories of intelligence and achievement goals on youths’ motivation to complete delinquency-reduction treatment programs. Results revealed that delinquent youths’ perceptions of JJS workers’ mastery goals positively influenced their self-efficacy, mastery and performance goals. Additionally, workers’ entity theories of intelligence positively affected youths’ performance goals. Notably, three significant interaction effects emerged between JJS workers’ incremental theories of intelligence and performance goals, influencing youths’ treatment motivation. First, the relationship between JJS workers’ performance goals and delinquent youths’ self-efficacy varied by youths’ perceptions of workers’ incremental beliefs. Second, JJS workers’ incremental beliefs moderated the effect of workers’ performance goals on youths’ mastery goals. Finally, the relationship between youths’ performance goals and workers’ performance goals varied depending upon workers’ endorsement of incremental beliefs.

Correction to: Implicit theories of intelligence and academic self-efficacy as mediators of the relationship between psychopathology and mathematical performance in adolescents

Pre-service teachers should be prepared to face the emotionally demanding situations associated with the profession. The previous literature suggests that two variables are important for managing teaching demands: emotional intelligence (EI) or the ability to perceive, facilitate, understand, and manage emotions and implicit theories (ITs). ITs refer to the beliefs about the malleability of various life domains. Individuals can be divided into incremental theorists (believing that attributes are malleable) and entity theorists (attributes are fixed). This study aimed to evaluate the influence of ITs of intelligence and EI on self-report and ability EI in a sample of female preschool pre-service teachers. In total, 224 participants (M = 21.27, SD = 4.72) were assessed on ability EI (performance and self-report instruments), ITs of intelligence, ITs of EI, age, and parental education. In our sample, incremental EI-but not intelligence-theories predicted higher scores on self-report and ability EI. In particular, being an incremental theorist of EI predicted 11 and 20% of the variance of the global EI and the managing branch of the ability EI, respectively. Our findings suggest the importance of ITs of EI for pre-service teachers' emotional intelligence and open the door to implementing ITs of EI training in this population. These theoretical and practical implications are discussed.

Implicit theories of intelligence and academic self-efficacy as mediators of the relationship between psychopathology and mathematical performance in adolescents

Mentoring underrepresented students for success: Self-regulated learning strategies as a critical link between mentor support and educational attainment

This study presents a proposed and tested model for achievement motivation. The model aims to broaden and tailors Dweck and her colleagues' framework. A path analysis was conducted to test the designed model to investigate the associations among students' beliefs, goal orientations, cognitive-behavioral processes, and achievement. The study posits that students' beliefs play a fundamental role in learning and were included in the model as implicit theories of intelligence, epistemological and motivational beliefs. Indeed, knowledge acquisition is a purposeful endeavor, and to understand why students engage in learning activities, learners' achievement goals have been incorporated into the model. Numerous cognitive and behavioral processes are involved in the learning process. To represent these processes, the model includes the use of cognitive and metacognitive learning strategies, as well as the procrastination of students. A total of 4510 seventh-grade middle school students attended the current study. The path analysis results revealed that the model explained 5% to 29% of the variance in the dimensions of achievement goals, 58% to 74% of the variance in the dimensions of learning strategies use, 38% of the variance in procrastination, and 20% of the variance in achievement. Also, the study concludes by proposing several suggestions to maximize the benefits of the results.

The increasing number of students requiring special education support is a plea for students to be taught the way they learn best. Through the authentic educational experiences of a diverse family, this paper explores the impact of theories of motivation to support all learners. This exploration proposes that educators may be able to support the needs of all learners in inclusive classrooms by integrating the theories of self-efficacy, self-determination, and implicit theories of intelligence.

本研究は，親子間における知能観の伝達過程について，両親の間の知能観の一致度が調整する可能性について検討した。中学生の子をもつ父親と母親，そしてその子ども211世帯を対象に，両親および子どもの知能観を測定したほか，子どもには両親がどのような知能観をもつかという認知についても尋ねた。調整媒介分析の結果，父親では，両親の間で知能観が一致しているとき，父親の知能観は子どもが認知する父親の知能観を媒介し，子ども自身の知能観に影響を及ぼした。一方，両親の知能観の一致度が低いとき，父親がもつ知能観は，子どもが認知する父親の知能観を予測しなかった。母親においては，父親との知能観の一致度にかかわらず，母親の知能観は子どもが認知する母親の知能観を媒介し，子ども自身の知能観に影響した。なお，それぞれ親の知能観から子どもの知能観への直接効果は一致度にかかわらず有意であった。子どもの増大的知能観への支援のために，両親の知能観へと介入する必要性が示された。