Interplay of motivational beliefs and self-regulation with achievement across economic risk

We examined the additive associations of two motivational beliefs (growth mindset and academic self-efficacy) and self-regulation with mathematics and English Language Arts (ELA) scores, as well as the interplay of students' beliefs and self-regulation skills, controlling for previous test scor...

Full description

Saved in:
Bibliographic Details
Published in:Journal of applied developmental psychology 2022-07, Vol.82, p.101442, Article 101442
Main Authors: Townley-Flores, Carrie, Sulik, Michael J., Bardack, Sarah, Obradović, Jelena
Format: Article
Language:English
Subjects:
Academic achievement
Academic self-efficacy
Developmental psychology
English language
Growth mindset
Homeless and highly-mobile
Homeless people
Language attitudes
Mathematics
Meals
Regulation
Risk
Scores
Self control
Self regulation
Self-efficacy
Skills
Students
Test scores
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:We examined the additive associations of two motivational beliefs (growth mindset and academic self-efficacy) and self-regulation with mathematics and English Language Arts (ELA) scores, as well as the interplay of students' beliefs and self-regulation skills, controlling for previous test scores. We tested whether these pathways differed across three mutually exclusive levels of economic risk: (1) low-risk students; (2) students receiving free and reduced price meals (FRPM); and (3) students identified as homeless and highly-mobile (HHM). Our results showed that motivational beliefs and self-regulation skills interact to promote academic achievement. Greater levels of growth mindset were related to higher academic achievement only for HHM students with higher levels of self-regulation. [Display omitted] •Motivational beliefs and self-regulation skills uniquely relate to academic performance.•Self-regulation moderates the relation between beliefs and performance.•Income and housing differentiate how beliefs and skills relate to performance.•Homeless and mobile students with low self-regulation see no boost from beliefs.
ISSN:0193-3973
1873-7900
DOI:10.1016/j.appdev.2022.101442