Abstract
The objective of this study is to investigate the relationship between on the one side students’ self-theories of intelligence and goal orientations and on the other side their expectancy-value based achievement motivations. Empirical research in expectancy-value models indicates that constructs on which these models are based are important determinants of academic choice and performance (Eccles et al., 1983; Wigfield & Eccles, 2000, 2002). Since choice of tasks and persistence in tasks strongly depend on students’ beliefs about their ability and their beliefs on the role of effort in their learning, Wigfield, Tonk and Eccles (2004) hypothesize that Dweck’s model of self-theories (Dweck, 1999; Dweck & Molden, 2005) is causally related to Eccles’ expectancy-value model. The empirical investigation of this relationship in the context of first-year university students studying four academic subjects out of an economics and business program is the main research question. A preceding issue that will be investigated is the development of a measurement model for self-theory constructs.
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Tempelaar, D.T., van der Loeff, S.S., Gijselaers, W.H. (2009). Business Students’ Self-Theories, Goal Orientations, and Achievement Motivations. In: Daly, P., Gijbels, D. (eds) Real Learning Opportunities at Business School and Beyond. Advances in Business Education and Training, vol 2. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-2973-7_4
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DOI: https://doi.org/10.1007/978-90-481-2973-7_4
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