caa a22 4500 606239219 CHVBK 20210128101302.0 cr unu---uuuuu 210128e20150301xx s 000 0 eng 10.1007/s11218-014-9281-7 doi (NATIONALLICENCE)springer-10.1007/s11218-014-9281-7 The Pivotal Role of Effort Beliefs in Mediating Implicit Theories of Intelligence and Achievement Goals and Academic Motivations [Elektronische Daten] [Dirk Tempelaar, Bart Rienties, Bas Giesbers, Wim Gijselaers] Empirical studies into meaning systems surrounding implicit theories of intelligence typically entail two stringent assumptions: that different implicit theories and different effort beliefs represent opposite poles on a single scale, and that implicit theories directly impact the constructs as achievement goals and academic motivations. Through an empirical study based on a large sample of university students, we aim to demonstrate that relaxing these stringent assumptions, and thereby using the meaning system framework to its full potential, will provide strong benefits: effort beliefs are crucial mediators of relationships between implicit theories and achievement goals and academic motivations, and the different poles of implicit theories and effort beliefs do expose different relationships with goal setting behaviour and academic motivations. A structural equation model, cross-validated by demonstrating gender-invariance of path coefficients, demonstrates that incremental and entity theory views have less predictive power than positive and negative effort beliefs in explaining achievement goals and motivations. Springer Science+Business Media Dordrecht, 2014 Self-theories nationallicence Implicit theories nationallicence Effort beliefs nationallicence Achievement goals nationallicence Academic motivations nationallicence Structural equation model nationallicence Tempelaar Dirk Department of Quantitative Economics, School of Business and Economics, Maastricht University, PO Box 616, 6200MD, Maastricht, The Netherlands aut Rienties Bart Institute of Educational Technology, Open University UK, Walton Hall, MK7 6AA, Milton Keynes, UK aut Giesbers Bas Rotterdam School of Management, Erasmus University, Burgemeester Oudlaan 50, 3062PA, Rotterdam, The Netherlands aut Gijselaers Wim Department of Educational Research and Development, School of Business and Economics, Maastricht University, PO Box 616, 6200 MD, Maastricht, The Netherlands aut Social Psychology of Education Springer Netherlands 18/1(2015-03-01), 101-120 1381-2890 18:1<101 2015 18 11218 https://doi.org/10.1007/s11218-014-9281-7 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s11218-014-9281-7 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Tempelaar Dirk Department of Quantitative Economics, School of Business and Economics, Maastricht University, PO Box 616, 6200MD, Maastricht, The Netherlands aut NATIONALLICENCE 700 1- Rienties Bart Institute of Educational Technology, Open University UK, Walton Hall, MK7 6AA, Milton Keynes, UK aut NATIONALLICENCE 700 1- Giesbers Bas Rotterdam School of Management, Erasmus University, Burgemeester Oudlaan 50, 3062PA, Rotterdam, The Netherlands aut NATIONALLICENCE 700 1- Gijselaers Wim Department of Educational Research and Development, School of Business and Economics, Maastricht University, PO Box 616, 6200 MD, Maastricht, The Netherlands aut NATIONALLICENCE 773 0- Social Psychology of Education Springer Netherlands 18/1(2015-03-01), 101-120 1381-2890 18:1<101 2015 18 11218