NDLI: Against the odds: academic underdogs benefit from incremental theories

Content Provider	Springer Nature Link
Author	Davis, Jody L. Burnette, Jeni L. Allison, Scott T. Stone, Heather
Copyright Year	2010
Abstract	An implicit theory of ability approach to motivation argues that students who believe traits to be malleable (incremental theorists), relative to those who believe traits to be fixed (entity theorists), cope more effectively when academic challenges arise. In the current work, we integrated the implicit theory literature with research on top dog and underdog status to predict self-efficacy in an academic context. To examine our predictions, we assessed college students’ (N = 165) implicit theories of mathematical ability and manipulated their underdog versus top dog status in a math competition. We hypothesized that holding an incremental (vs. entity) theory would interact with competition status (underdog vs. top dog) to predict mathematical self-efficacy. When in an underdog position, incremental (vs. entity) theories boosted students’ mathematical self-efficacy. Moreover, a mediated moderation model revealed that the experience of less helplessness accounted for greater self-efficacy in mathematical ability among academic underdogs with incremental (vs. entity) theories. Implications for teaching practices are discussed.
Starting Page	331
Ending Page	346
Page Count	16
File Format	PDF
ISSN	13812890
Journal	Social Psychology of Education
Volume Number	14
Issue Number	3
e-ISSN	15731928
Language	English
Publisher	Springer Netherlands
Publisher Date	2010-12-21
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Implicit theories Underdog Helplessness Self-efficacy Expectancy Education (general) Sociology of Education Personality and Social Psychology
Content Type	Text
Resource Type	Article
Subject	Sociology and Political Science Education Developmental and Educational Psychology Social Psychology

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

The Pivotal Role of Effort Beliefs in Mediating Implicit Theories of Intelligence and Achievement Goals and Academic Motivations

Identity styles and academic achievement: mediating role of academic self-efficacy

Family background and academic achievement: does self-efficacy mediate outcomes?

Do social self-efficacy and self-esteem moderate the relationship between peer victimization and academic performance?

The relationship of academic self-efficacy to class participation and exam performance

Longitudinal changes in college math students’ implicit theories of intelligence

The relations between implicit intelligence beliefs, autonomous academic motivation, and school persistence intentions: a mediation model

“I deserve success”: Academic entitlement attitudes and their relationships with course self-efficacy, social networking, and demographic variables

Predictors of academic performance among Indian students

Against the odds: academic underdogs benefit from incremental theories

Similar Documents

The Pivotal Role of Effort Beliefs in Mediating Implicit Theories of Intelligence and Achievement Goals and Academic Motivations

Identity styles and academic achievement: mediating role of academic self-efficacy

Family background and academic achievement: does self-efficacy mediate outcomes?

Do social self-efficacy and self-esteem moderate the relationship between peer victimization and academic performance?

The relationship of academic self-efficacy to class participation and exam performance

Longitudinal changes in college math students’ implicit theories of intelligence

The relations between implicit intelligence beliefs, autonomous academic motivation, and school persistence intentions: a mediation model

“I deserve success”: Academic entitlement attitudes and their relationships with course self-efficacy, social networking, and demographic variables

Predictors of academic performance among Indian students

Against the odds: academic underdogs benefit from incremental theories