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Motivational research attempts to clearly conceptualize the construct of motivation, measure it effectively, use the results to enhance student learning and success, and possibly make predictions about achievement. It has been proposed that core beliefs related to the nature of intelligence can determine one's response to challenges or setbacks and one's motivation level. The relationship between these constructs of motivation, theories of intelligence, and achievement has not been widely researched, and a clearer understanding in this area could help researchers, teachers, and parents use theories of intelligence to enhance achievement in students. This study explored a possible dimension of motivation, theory of intelligence, and examined 1.) the impact of theory of intelligence on academic motivation and achievement, 2.) the relationship between theory of intelligence and goal orientation (mastery vs. performance goals), and 3.) whether children's theories of intelligence tend to match those of their parents. Findings showed that motivation predicted GPA, that no direct relationship existed between theory of intelligence and achievement, that an incremental theory of intelligence predicted performance goals, and that parent theory of intelligence predicted child theory of intelligence.
academic motivation, achievement goals, motivation, theory of intelligence
Date of Defense
October 25, 2012.
A Dissertation submitted to the College of Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy.
Includes bibliographical references.
Steven Pfeiffer, Professor Directing Dissertation; Sherry Southerland, University Representative; Georgios Lampropoulos, Committee Member; Angela Canto, Committee Member.
Florida State University
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