Conceptions of intelligence and learning and perceptions of self-efficacy among students at the end of primary school

Abstract : Several studies have focused on the role of students’ conceptions of intellectual ability, the learning process and the self-efficacy. However, these three parameters have not been integrated and analysed within the same model. Against this background, the objective of our research is to identify the links that develop between these three constructs. To this end, we have put forward two hypotheses: 1. The conception that intelligence is constructed directly and positively affects the conception that learning is a constructive process. This has a positive impact on perceived self-efficacy. 2. The conception that intelligence is a fixed trait directly and positively affects the conception that learning is a reproductive process and leads to lower perceptions of self-efficacy. To test these hypotheses, we conducted research using a questionnaire distributed among 1112 students in their last year of primary school. The questionnaires were subject to statistical analysis using structural equation modelling. The results confirm our hypotheses and thus show the relevance of our model.
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Article dans une revue
Educational Studies, Taylor & Francis (Routledge), 2016, 42 (1), pp.114 - 118. 〈Taylor & Francis online〉. 〈10.1080/03055698.2016.1152172〉
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https://hal.univ-antilles.fr/hal-01532797
Contributeur : Elisabeth Issaieva <>
Soumis le : samedi 3 juin 2017 - 16:27:39
Dernière modification le : mercredi 18 juillet 2018 - 20:11:28

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Elisabeth Issaieva. Conceptions of intelligence and learning and perceptions of self-efficacy among students at the end of primary school. Educational Studies, Taylor & Francis (Routledge), 2016, 42 (1), pp.114 - 118. 〈Taylor & Francis online〉. 〈10.1080/03055698.2016.1152172〉. 〈hal-01532797〉

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