Implicit Theories of Intelligence, Class Goals, and Achievement Goals: An Alternative Theoretical Consideration of Structural Relations

• In Event: 28.092 - Sheraton Roundtable Two - Osgoode Ballroom
  In Roundtable Session: 28.092-1 - Achievement Goals and Growth Mind-Set

Abstract

Students’ perceptions of classroom goal structures help shape their achievement goals, but studies to date have not addressed the question of how individual-level achievement goals, the related construct of implicit theories of intelligence (TOI), and classroom goal structure relate to one another. The present study addressed this gap using self-report questionnaires; we hypothesized that mindset would affect goal orientation via goal structure. Participants were 186 undergraduate students in a course designed to improve students’ strategy use. A final structural equation model indicated that while incremental TOI affected both perception of mastery goal structure and mastery goal orientation directly, the same was not true for entity TOI, which had no direct relationship with endorsement of either type of performance goal.

Author

• Cheon-woo Han, The University of Texas - Tyler