Are profiles of self-regulated learning and intelligence mindsets related to students' self-regulated learning and achievement?

被引：2

作者：

Hertel, Silke ^{[1
]}

Reschke, Katharina ^{[1
]}

Karlen, Yves ^{[2
]}

机构：

[1] Heidelberg Univ, Inst Educ Sci, Akad Str 3, D-69117 Heidelberg, Germany

[2] Univ Zurich, Inst Educ, Kantonsschulstr 3, CH-8001 Zurich, Switzerland

来源：

LEARNING AND INSTRUCTION | 2024年 / 90卷

关键词：

Mindsets; Self-regulated learning; Achievement goals; Academic achievement; Metacognition; IMPLICIT THEORIES; ACADEMIC-ACHIEVEMENT; GOAL ORIENTATION; ABILITY; MOTIVATION; BELIEFS; VALIDATION; PREDICT; ADAPTABILITY; ATTRIBUTIONS;

D O I：

10.1016/j.learninstruc.2023.101850

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Background: Research emphasizes the relevance of mindsets for SRL and academic achievement. Aims: This paper reports three studies that aim to detect profiles of mindsets about SRL and intelligence, examine their relationship with students' SRL, study-related beliefs, and academic achievement, and replicate the findings across samples. Sample: Participants were Ntotal = 633 university students, with NStudy1 = 254, NStudy2 = 187, and NStudy3 = 192. Methods: LPAs were run to identify mindset profiles, and Mplus' auxiliary (BCH) function was applied to examine mean differences across profiles. Results: All three studies identified the mindset profiles "Entity-Theory", "Balanced-Theory", and "SRL-Theory". The analyses revealed an SRL-Theory advantage regarding SRL, study-related beliefs, and academic achievement. Conclusions: These are the first studies to explore mindset profiles based on mindsets about SRL and intelligence. The identified mindset-based meaning systems provide diagnostic information for teaching and tailored interventions and stimulate the advancement of SRL and mindset theories.

引用

页数：19

共 50 条

[1] Self-regulated learning profiles in college students: Their relationship to achievement, personality, and the effectiveness of an intervention to foster self-regulated learning
Doerrenbaecher, Laura
Perels, Franziska
[J]. LEARNING AND INDIVIDUAL DIFFERENCES, 2016, 51 : 229 - 241
[2] The Measures of Students' Self-Regulated Learning and Teachers' Supportive Self-Regulated Learning Behaviors
Haslaman, Tulin
Askar, Petek
[J]. HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, 2015, 30 (01): : 106 - 121
[3] Effects of a mobile self-regulated learning approach on students' learning achievements and self-regulated learning skills
Zheng, Lanqin
Li, Xin
Chen, Fengying
[J]. INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL, 2018, 55 (06) : 616 - 624
[4] Self-regulated learning in professional students
Singh, Tara A.
[J]. CLINICAL TEACHER, 2018, 15 (06): : 513 - 514
[5] Differences in students' self-regulated learning according to their achievement and sex
Peklaj, C
Pecjak, S
[J]. STUDIA PSYCHOLOGICA, 2002, 44 (01) : 29 - 43
[6] Predicting Roles of Achievement Goals in Students' Self-Regulated Learning
Su, Xiaoxia
Xiang, Ping
McBride, Ron E.
Yang, Jaeyoung
[J]. RESEARCH QUARTERLY FOR EXERCISE AND SPORT, 2012, 83 : A64 - A64
[7] Self-regulated learning, motivation and academic achievement
Lamas Rojas, Hector
[J]. LIBERABIT-REVISTA DE PSICOLOGIA, 2008, 14 : 15 - 20
[8] Homework, Self-Regulated Learning and Math Achievement
Rosario, Pedro
Mourao, Rosa
Baldaque, Margarida
Nunes, Tania
Nunez, Jose C.
Gonzalez-Pienda, Julio A.
Cerezo, Rebeca
Valle, Antonio
[J]. REVISTA DE PSICODIDACTICA, 2009, 14 (02): : 179 - 192
[9] Profiles in self-regulated learning and their correlates for online and blended learning students
Broadbent, Jaclyn
Fuller-Tyszkiewicz, Matthew
[J]. ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT, 2018, 66 (06): : 1435 - 1455
[10] Profiles in self-regulated learning and their correlates for online and blended learning students
Jaclyn Broadbent
Matthew Fuller-Tyszkiewicz
[J]. Educational Technology Research and Development, 2018, 66 : 1435 - 1455

← 1 2 3 4 5 →