The relations between implicit intelligence beliefs, autonomous academic motivation, and school persistence intentions: a mediation model

This study attempts to test a model in which the relation between implicit theories of intelligence and students’ school persistence intentions are mediated by intrinsic, identified, introjected, and external regulations. Six hundred and fifty students from a high school were surveyed. Contrary to e...

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Bibliographic Details
Published in:Social psychology of education 2015-06, Vol.18 (2), p.255-272
Main Authors: Renaud-Dubé, Andréanne, Guay, Frédéric, Talbot, Denis, Taylor, Geneviève, Koestner, Richard
Format: Article
Language:English
Subjects:
Academic Achievement
Academic Persistence
Analysis
Beliefs
Correlation
Education
Educational Environment
Gender Differences
High School Students
High Schools
Intelligence
Intention
Laws, regulations and rules
Learning Motivation
Mediation
Motivation
Personality and Social Psychology
Secondary Education
Sociology of Education
Student Attitudes
Student Motivation
Students
Studies
Surveys
Theories
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Summary:This study attempts to test a model in which the relation between implicit theories of intelligence and students’ school persistence intentions are mediated by intrinsic, identified, introjected, and external regulations. Six hundred and fifty students from a high school were surveyed. Contrary to expectations, results from ESEM analyses indicated that the four types of regulations do not mediate the relation between implicit theories of intelligence and students’ intentions to persist in school. Rather, results show two direct effects, where an incremental theory of intelligence is associated with greater school persistence intentions, as well as being motivated in an intrinsic manner. In addition, results reveal that academic achievement is related to persistence intentions. No gender differences were observed. This research highlights the importance of promoting students’ incremental intelligence beliefs and intrinsic motivation in order to foster school persistence intentions. Theoretical and practical implications for parents and teachers are discussed.
ISSN:1381-2890
1573-1928
DOI:10.1007/s11218-014-9288-0