Abstract

The incremental theory of intelligence has been identified as a strong predictor of students' learning motivation. Recent research has suggested various moderators of its effect. The present study sought to examine the moderating effects of self-enhancement and self-criticism on the relation between incremental intelligence beliefs and students' motivational engagement. Responses were collected from 440 junior secondary school students in Macau. The results showed that self-enhancement strengthened the effect of incremental beliefs on students' efforts after a perceived failure. Self-criticism strengthened the effect of incremental beliefs on efforts after a perceived success. The reasons for these findings are discussed and their pedagogical implications elucidated.

Citation

Chen, W.W., Chen, C.C., Dai, C.L., U, N.M. & Cheng, L. (2018). Is the Incremental Theory of Intelligence a Key to Students' Motivational Engagement? The Moderating Effects of Self-Enhancement and Self-Criticism. Interactive Learning Environments, 26(6), 730-744. Retrieved August 13, 2024 from https://www.learntechlib.org/p/192086/.

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Keywords

• Beliefs
• Foreign Countries
• intelligence
• Junior High School Students
• learner engagement
• Predictor Variables
• Questionnaires
• Regression (Statistics)
• Self Concept
• Self Evaluation (Individuals)
• Statistical Analysis
• student attitudes
• student motivation