UM E-Theses Collection (澳門大學電子學位論文庫)
Title
Is incremental belief of intelligence a certain key to students' motivation? :the moderating effects of self-enhancement and self-criticism
English Abstract
Incremental belief has been identified to be a strong predictors of students’ learning motivation. Recent research suggested various moderators of its effect. The current study was designed to examine the moderating effects of self-enhancement and self-criticism. It was hypothesized that self-enhancement and self-criticism would interact differently with incremental belief in predicting students’ motivational engagement after academic success and failure. Responses were collected from 440 junior secondary school students in Macau. Results showed that self-enhancement strengthened the effect of incremental belief on students’ effort and persistence after failure. Self-criticism strengthened the effect of incremental belief on persistence after failure, but weakened the effect of effort after success. Reasons are discussed and pedagogical implications are provided.
Issue Date
2015
Author
U, Nok Man
Faculty
Faculty of Education
Degree
M.Ed.
Subject
Motivation in education
Educational psychology
Educational Psychology -- Faculty of Education


Supervisor
陳薇文
Files In This Item:
Full-text (Internet)
Location
1/F Zone C
Supervisor
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