Profiles of Domain-General and Domain-Specific Implicit Theories and Their Relation to Students' Self-Regulated Learning

• In Event: Learning Processes and Strategies, Motivation, and Metacognition

Abstract

Implicit theories are important belief systems that influence individuals’ motivation and learning behaviour. This paper addresses the questions if systematic profiles for implicit theories of self-regulated learning and implicit theories of intelligence can be extracted and if differences in meta-cognitive knowledge on self-regulated learning, goal-orientations, and the use of learning strategies can be found for the specific profiles. The sample consisted of N = 254 students. Data was collected with questionnaires. Latent profile analyses were conducted. A three-profile solution fitted the data best: profile 1 “Entity-Theory“, profile 2 “Undecided”, and profile 3 “SRL-Malleability-Theory”. Differences in students’ goal-orientations and learning strategy use were found depending on the profiles. The results emphasise the importance of domain-specific implicit theories for self-regulated learning.

Authors

• Silke Hertel, Ruprecht-Karls-Universität Heidelberg

• Katharina Kriegbaum, Heidelberg University

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