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The effects of selective schooling and self-concept on adolescents' academic aspiration: An examination of Dweck's self-theory

Ahmavaara, Anni M., Houston, Diane M. (2007) The effects of selective schooling and self-concept on adolescents' academic aspiration: An examination of Dweck's self-theory. British Journal of Educational Psychology, 77 (3). pp. 613-632. ISSN 0007-0998. (doi:10.1348/000709906X120132) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:2154)

The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided. (Contact us about this Publication)
Official URL
http://dx.doi.org/10.1348/000709906X120132

Abstract

Background. Dweck has emphasized the role of pupils' implicit theories about intellectual ability in explaining variations in their engagement, persistence and achievement. She has also highlighted the role of confidence in one's intelligence as a factor influencing educational attainment.

Conclusions. The findings provide substantial support for Dweck's self-theory, showing that implicit theories are related to aspirations. However, the way in which theory of intelligence relates to age and gender suggests there may be important cross-cultural or contextual differences not addressed by Dweck's theory. Further research should also investigate the causal paths between aspirations, implicit theories of intelligence and the impact of school selection.

Item Type: Article
DOI/Identification number: 10.1348/000709906X120132
Subjects: B Philosophy. Psychology. Religion > BF Psychology
Divisions: Divisions > Division of Human and Social Sciences > School of Psychology
Depositing User: Diane Houston
Date Deposited: 19 Dec 2007 19:30 UTC
Last Modified: 16 Feb 2021 12:14 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/2154 (The current URI for this page, for reference purposes)
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