Identifying Profiles of Science Motivation: Implicit Theories of Ability and Dweck’s Social Cognitive Model

• In Event: Poster Session 17
  In Poster Session: Cognition and Motivation in STEM

Abstract

Four goals pertaining to Dweck & Leggett’s (1988) social-cognitive model were addressed in the context of middle and high school science: To (1) explore the latent profiles of middle school (n=506) and high school students (n=693) that arise when grouped by variables in Dweck & Leggett’s model; (2) Examine the relationships between each latent profile and science motivation and achievement; (3) Explore differences among the profiles as a function of minority status, gifted status, and gender; and (4) examine differences in the latent profiles as a function of developmental level (Grade 6 versus Grades 9-10). Four groups emerged, which related to motivation and achievement in different ways. Groups also differed as a function of minority status and gifted status.

Author

• Jason A. Chen, The College of William and Mary