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Ability Grouping and Student Performance: A Longitudinal Investigation of Teacher Support as a Mediator and Moderator
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Wang, Hui; King, Ronnel B.; McInerney, Dennis M. – Research Papers in Education, 2023
The advantages and disadvantages of ability grouping for student achievement are strongly contested, with studies presenting different results. However, much of this research has focused on class-level or subject-level ability grouping. Relatively less research has focused on school-level ability grouping. More importantly, the role of teacher…
Descriptors: Ability Grouping, Academic Achievement, Foreign Countries, Secondary School Students
Do Goals Lead to Outcomes or Can It Be the Other Way Around?: Causal Ordering of Mastery Goals, Metacognitive Strategies, and Achievement
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King, Ronnel B.; McInerney, Dennis M. – British Journal of Educational Psychology, 2016
Background: Goal theory research has mostly focused on the unidirectional effects of goals on learning strategies and academic achievement. Reciprocal relationships have mostly been neglected. Aims: The primary aim of this study was to examine the reciprocal relations and causal ordering of mastery goals, metacognitive strategy use, and academic…
Descriptors: Metacognition, Goal Orientation, Academic Achievement, Mastery Learning
How You Think about Your Intelligence Determines How You Feel in School: The Role of Theories of Intelligence on Academic Emotions
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King, Ronnel B.; McInerney, Dennis M.; Watkins, David A. – Learning and Individual Differences, 2012
Research on implicit theories of intelligence and academic emotions have proceeded in parallel with little cross-over of ideas. This study aims to examine the potential synergies that may exist between these two strands of research by examining whether implicit theories of intelligence can function as a predictor of academic emotions when situated…
Descriptors: Intelligence, Secondary School Students, Role, Theories