caa a22 4500 606239480 CHVBK 20210128101303.0 cr unu---uuuuu 210128e20150601xx s 000 0 eng 10.1007/s11218-014-9288-0 doi (NATIONALLICENCE)springer-10.1007/s11218-014-9288-0 The relations between implicit intelligence beliefs, autonomous academic motivation, and school persistence intentions: a mediation model [Elektronische Daten] [Andréanne Renaud-Dubé, Frédéric Guay, Denis Talbot, Geneviève Taylor, Richard Koestner] This study attempts to test a model in which the relation between implicit theories of intelligence and students' school persistence intentions are mediated by intrinsic, identified, introjected, and external regulations. Six hundred and fifty students from a high school were surveyed. Contrary to expectations, results from ESEM analyses indicated that the four types of regulations do not mediate the relation between implicit theories of intelligence and students' intentions to persist in school. Rather, results show two direct effects, where an incremental theory of intelligence is associated with greater school persistence intentions, as well as being motivated in an intrinsic manner. In addition, results reveal that academic achievement is related to persistence intentions. No gender differences were observed. This research highlights the importance of promoting students' incremental intelligence beliefs and intrinsic motivation in order to foster school persistence intentions. Theoretical and practical implications for parents and teachers are discussed. Springer Science+Business Media Dordrecht, 2015 Implicit theories of intelligence nationallicence Motivation nationallicence School persistence intentions nationallicence Renaud-Dubé Andréanne Pavillon des sciences de l'éducation, Université Laval, 2320, rue des Bibliothèques, G1V 0A6, Québec, QC, Canada aut Guay Frédéric Pavillon des sciences de l'éducation, Université Laval, 2320, rue des Bibliothèques, G1V 0A6, Québec, QC, Canada aut Talbot Denis Pavillon des sciences de l'éducation, Université Laval, 2320, rue des Bibliothèques, G1V 0A6, Québec, QC, Canada aut Taylor Geneviève University of Quebec at Montreal, Montreal, Canada aut Koestner Richard McGill University, Montreal, Canada aut Social Psychology of Education Springer Netherlands 18/2(2015-06-01), 255-272 1381-2890 18:2<255 2015 18 11218 https://doi.org/10.1007/s11218-014-9288-0 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/s11218-014-9288-0 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Renaud-Dubé Andréanne Pavillon des sciences de l'éducation, Université Laval, 2320, rue des Bibliothèques, G1V 0A6, Québec, QC, Canada aut NATIONALLICENCE 700 1- Guay Frédéric Pavillon des sciences de l'éducation, Université Laval, 2320, rue des Bibliothèques, G1V 0A6, Québec, QC, Canada aut NATIONALLICENCE 700 1- Talbot Denis Pavillon des sciences de l'éducation, Université Laval, 2320, rue des Bibliothèques, G1V 0A6, Québec, QC, Canada aut NATIONALLICENCE 700 1- Taylor Geneviève University of Quebec at Montreal, Montreal, Canada aut NATIONALLICENCE 700 1- Koestner Richard McGill University, Montreal, Canada aut NATIONALLICENCE 773 0- Social Psychology of Education Springer Netherlands 18/2(2015-06-01), 255-272 1381-2890 18:2<255 2015 18 11218