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Direct linkWang, Ming-Te; Zepeda, Cristina D.; Qin, Xu; Del Toro, Juan; Binning, Kevin R. – Child Development, 2021
This article used self-regulated learning as a theoretical lens to examine the individual and interactive associations between a growth mindset and metacognition on math engagement for adolescent students from socioeconomically disadvantaged schools. Across three longitudinal studies with 207, 897, and 2,325 11- to 15-year-old adolescents,…
Descriptors: Economically Disadvantaged, Adolescents, Secondary School Students, Student Attitudes
Gillen-O'Neel, Cari; Ruble, Diane N.; Fuligni, Andrew J. – Child Development, 2011
Previous research addressing the dynamics of stigma and academics has focused on African American adolescents and adults. The present study examined stigma awareness, academic anxiety, and intrinsic motivation among 451 young (ages 6-11) and diverse (African American, Chinese, Dominican, Russian, and European American) students. Results indicated…
Descriptors: Minority Group Children, Adolescents, Anxiety, Latin Americans
Peer reviewedWinsler, Adam; Naglieri, Jack – Child Development, 2003
This study explored 5- to 17-year-olds' use, self report, and awareness of verbal problem-solving strategies and strategy effectiveness. Findings indicated that children's verbal strategies moved from overt, to partially covert, to fully covert forms with age. Self-reports of strategy use were accurate yet incomplete. Strategy awareness was low…
Descriptors: Adolescents, Age Differences, Children, Competence
