Relation of Theory of Intelligence to Academic Motivation and Academic Outcomes

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.