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

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