Is the incremental theory of intelligence a key to students’ motivational engagement? The moderating effects of self-enhancement and self-criticism
Author:
Affiliation:
1. Faculty of Education, University of Macau, Macau, People’s Republic of China
Funder
Universidade de Macau
Publisher
Informa UK Limited
Subject
Computer Science Applications,Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/10494820.2017.1402061
Reference42 articles.
1. Implicit theories of intelligence and self-perceptions of academically talented adolescents and children
2. The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations.
3. Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention
4. Promoting malleability is not one size fits all: Priming implicit theories of intelligence as a function of self-theories
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