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Direct linkChen, Jason A.; Pajares, Frank – Contemporary Educational Psychology, 2010
We investigated: (a) the associations of implicit theories and epistemological beliefs and their effects on the academic motivation and achievement of students in Grade 6 science and (b) the mean differences of implicit theories, epistemological beliefs, and academic motivation and achievement as a function of gender and race/ethnicity (N=508).…
Descriptors: Self Efficacy, Science Achievement, Motivation, Path Analysis
