Division C - Learning and Instruction / Division C - Section 2a: Cognitive and Motivational Processes

SIG-Motivation in Education

David B. Miele, Boston College

Who Holds a Fixed Mind-Set and Who Does It Harm in High School Mathematics? - NaYoung Hwang, University of California - Irvine; Marcela Reyes, California State University - Irvine; Jacquelynne Eccles, University of California - Irvine

Do Implicit Beliefs Cause Self-Efficacy in Mathematics? Evidence From Three Experimental Studies - Mudassar Aziz, Hanyang University; Tae Seob Shin, Hanyang University; Cary J. Roseth, Michigan State University

Influence of Seventh- and Ninth-Grade Science Teachers' Mind-Set Statements on Students' Motivational Beliefs - Lee Shumow, Northern Illinois University; Jennifer A. Schmidt, Michigan State University; Hayal Zeynep Kackar-Cam, Northern Illinois University

The Relationship Between Changes in Implicit Intelligence Theories and Achievement in Computer Science - Markeya Peteranetz, University of Nebraska - Lincoln; Abraham Flanigan, University of Nebraska - Lincoln; Duane F. Shell, University of Nebraska - Lincoln; Leen-Kiat Soh, University of Nebraska - Lincoln

Language Learning and Mind-Sets - W. Quin Yow, Singapore University of Technology and Design