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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
Download full textUsher, Ellen L.; Pajares, Frank – Journal of Invitational Theory and Practice, 2006
The purpose of this study was to examine whether constructs drawn from invitational theory serve as additional sources of self-efficacy beliefs of students in Grade 6 (N = 468). The hypothesized sources and the invitational constructs each correlated with academic self-efficacy. Invitations, mastery experience, and physiological state predicted…
Descriptors: Grade 6, Epistemology, White Students, African American Students
