Implicit Theories of Self-Regulated Learning: Interplay With Students' Goal Orientations, Learning Strategy Use, and Metacognition

• In Event: 21.062 - MTCC Roundtable Session Six
  In Roundtable Session: 21.062-10 - Self-Regulated Learning Processes and Strategies

Abstract

Implicit theories about abilities influence individuals’ motivation and learning behav-iour. In academic contexts, mainly domain-general implicit theories (e.g., intelligence) and their relation to self-regulated-learning (SRL) have been examined. Following a more do-main-specific approach, we introduce scales assessing students’ implicit theories of malleabil-ity and relevance of SRL, and investigate their relation with students’ achievement goals as well as SRL. N= 254 university students from a medium-sized university in Germany partici-pated in our study. As expected, implicit theories of SRL are more appropriate predictors for adaptive achievement goals, learning strategy use, and higher metacognitive knowledge than domain-general implicit theories of intelligence. Further, implicit theories of SRL are mostly unrelated to students’ characteristics. The results emphasise the importance of investigating domain-specific implicit theories.

Authors

• Silke Hertel, Ruprecht-Karls-Universität Heidelberg

• Yves Karlen, University of Applied Sciences and Arts Northwestern Switzerland