Implicit Theories of Ability, Epistemic Beliefs, and Academic Motivation: A Person-Centered Approach Open Access
Chen, Jason Andrew (2010)
Published
Abstract
Implicit Theories of Ability, Epistemic Beliefs, and Academic
Motivation:
A Person-Centered Approach
By Jason A. Chen
The purpose of the present study was to (1) explore which distinct
student profiles
emerge from measures of science epistemic beliefs and implicit
theories of science ability;
(2) investigate how these emergent student profiles relate to
science motivation and
achievement; and (3) explore how these emergent student profiles
differ by race/ethnicity,
gender, school context (regular public school versus a STEM-focused
charter school),
and type of science course (life science versus physical science).
Participants were 716
students from two different high schools from within the same
county. One school was a
regular public school and the other was a charter school that
focused specifically on
Science, Technology, Engineering, and Mathematics (STEM).
Cluster analysis revealed that a 4-cluster solution was the best
candidate for
students attending both types of schools. In addition, the cluster
patterns were similar
between schools. When controlling for prior achievement, an
Analysis of Covariance
revealed that students in clusters exhibiting more sophisticated
stances about the nature of
scientific knowledge and incremental views about the nature of
ability also achieved
higher science grades and exhibited more adaptive science
motivation. The findings were
consistent with and corroborated past variable-centered approaches
investigating implicit
theories of ability and epistemic beliefs. Finally, a chi-square
test of independence
revealed that there were differences in the composition of the
student profiles as a
function of race/ethnicity and by gifted status. Findings refine
and extend the tenets of
implicit theory of ability and epistemic beliefs.
Table of Contents
TABLE OF CONTENTS
CHAPTER 1. INTRODUCTION
……………………………………………….
1
CHAPTER 2. REVIEW OF THE
LITERATURE
………………………………..
3
Implicit Theories
……………………………………………………..
3
Epistemic Beliefs
..................................................................................
13
Achievement Goal
Orientations
………………………………………..
25
Self-Efficacy
………………………………………………………………..
27
Self-Efficacy for
Self-Regulation
………………………………………..
31
Self-Concept
………………………………………………………………..
33
Interest………………………………………………………………………..
34
Science, Technology, Engineering, and
Mathematics
………………..
35
A Person-Centered Approach
………………………………………………..
38
Statement of the Problem
….………………………………..................
43
Purpose of the Study
………………………………………………………..
47
Research Questions and Hypotheses
………………………………………...
47
CHAPTER 3. METHODOLOGY
………………………………………………..
50
Participants and Setting
………………………………………………..
50
Instrument and Variables in the
Study
………………………………..
52
Analyses
………………………………………………………………..
58
CHAPTER 4. RESULTS
………………………………………………………..
62
Reliability of Cluster
Solutions
………………………………………..
63
Split by Random Halves
………………………………………..
63
Split by Schools
………………………………………..
64
Split by Science Subject
………………………………………..
68
Question 1
………………………………………………………………..
70
Regular Public School
………………………………………..
70
Charter School
………………………………………..
79
Question 2
………………………………………………………………..
81
Regular Public School
………………………………………..
81
Charter School
………………………………………..
88
Question 3
………………………………………………………………..
90
CHAPTER 5. DISCUSSION
………………………………………………..
95
Limitations and Future
Directions
………………………………………..
106
REFERENCES
………………………………………………………………..
112
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