The Direct and Indirect Effects of Implicit Beliefs of Intelligence on Academic Achievement in English among High School Students: Goal Orientation as a Mediator

• Elhassan, Mohamed Omer Ali ^[1] ; Tharbe, Ida Hartina Ahmed ^[1] ; Muhamad, Ahmad Shamsuri ^[1]
  1. [1] University of Malaya

     University of Malaya

     Malasia

     
• Localización: Electronic journal of research in educational psychology, ISSN-e 1696-2095, Vol. 19, Nº. 54 (Septiembre), 2021, págs. 247-272
• Idioma: inglés
• DOI: 10.25115/ejrep.v19i54.3584
• Enlaces
  • Texto completo
• Resumen
  • español

    Introducción.El éxito académico enla asignatura de lengua inglesa es un elemento clave para los alumnos de educación secundaria en Sudán, porque los puede ayudar a mejorar las oportunidades sociales, profesionales y de calidad de vida en el futuro. Al mismo tiempo, muchos alumnos sudaneses tienen problemas lingüísticos, culturales y retóricos en relación con la lengua inglesa y muchos de ellos tienen dificultades a la hora de expresarse en inglés. El propósito principal de este estudio es explorar cómo se les podría ayudar en este sentido y examinarlos efectos directos que ejercen sobre el desempeño académico en ingléslas teorías fija y de crecimiento sobre la inteligencia, además de losefectos indirectos de la orientación de meta.

    Método. Se usó un método de investigación cuantitativoque consistió en aplicar escalas de teorías implícitas dela inteligencia (Dweck, 2000)y de orientación de meta (Elliot & Church, 1997).Los datos se recogieron mediante una técnica de muestreo por conglomerados en una muestra de 392 respondedores, fundamentalmente alumnos de educación secundaria en Sudán. Se aplicó un programa de modelado de ecuaciones estructurales (SEM-AMOS) de relaciones entre constructos para examinar las relaciones entre las variables del constructo.

    Resultados. Las conclusiones del modelado de ecuaciones estructurales indicaron que la teoría fija de lainteligencia no ejercía un efecto directo sobre el desempeño académico en inglés, mientras que la teoría de crecimientode la inteligencia sí que ejercía un efecto directo sobre el mismo. En cuanto al papel mediador de la orientación de meta en la relación entre la teoría fija de la inteligencia y el desempeño académico en inglés, no se hallaron efectosdirectos. Por el contrario, la orientación de meta sí que medió parcialmente en la relación entre la teoría decrecimientode la inteligencia y el desempeño académico en inglés de los alumnos de educación secundaria sudaneses.

    Discusión y conclusión.La motivación, las teorías sobre la inteligencia y la orientación de meta de los alumnos influy en en el desempeño académico en inglés. Por lo tanto, habría que prestarmás atención y consideración al desarrollo de la teoría de crecimiento de la inteligencia, de la orientación de meta y de otras variables significativas en los alumnos de educación secundaria sudaneses para ayudarlosa superar la debilidad en inglés y a mejorar su desempeño,de modo que puedan obtener puntuaciones elevadas en la asignatura de inglés.

  • English

    Introduction. High academic achievement in English is a valued key for high school students in Sudan to guide them toward a better life, career, and social opportunities. At the same time, many of the Sudanese students have linguistic, cultural, and rhetorical problems in the English language, and many of them face challenges in expressing themselves in English. Thus, the core purpose of this study is to explore what may help them in this matter; this includes examining the direct effects of the entity and incremental beliefs of intelligence on academic achievement in English and testing the indirect effects through goal orientation.

    Method. A quantitative research method was used by applying scales of implicit beliefs of intelligence (Dweck, 2000) and goal orientation (Elliot & Church, 1997). The data were collected using a cluster sampling technique from 392 respondents, mainly high school students in Sudan. A structural equation model (SEM-AMOS) of relations among constructs was employed to examine the relationships among the construct variables.

    Results. The findings of the structural equation modelling indicated that there was no direct effect of entity belief of intelligence and that there was a direct effect of incremental belief of intelligence on academic achievement in English. Regarding the mediation role of the goal orientation in the relationship between entity belief of intelligence and academic achievement in English, there was no mediation role play. Nevertheless, the goal orientation partially mediated the relationship between the incremental belief of intelligence and academic achievement in English among Sudanese high school students.

    Discussion and Conclusion. Academic achievement in English is influenced by students' motivations, beliefs of intelligence, and goal orientations. Accordingly, the English language of Sudanese high school students requires more attention and consideration for the incremental belief of intelligence, goal orientation, and other significant variables in order to support those students in Sudanese high schools to overcome their weaknesses in English and improve themselves so that they can achieve high scores academically in English.

• Referencias bibliográficas
  • AbdelRahman, A. K. M., & Ahmed, Y. A. (2015). Investigating Main Causes of Errors in Sudanese Secondary School Students Spoken English:...
  • Ahmed, I., & Fadel, A. (2014). A comparison between topic signals and strategies in expository essays in English and Arabic University...
  • Akin, A., & Cetin, B. (2007). Achievement goal orientations scale: The study of validity and reliability.
  • Alfadil, A. S. (2010). Strategies for Developing English Oral Communication in Sudanese Secondary Schools Sudan University of Science and...
  • Alfaki, I. M. (2015). University Students' English Writing Problems: Diagnosis and Remedy.
  • Ali, E. M. T. (2013). Pronunciation problems: Acoustic analysis of the English vowels produced by Sudanese learners of English. International...
  • Ames, C. (1992). Achievement goals and the classroom motivational climate. Student perceptions in the classroom, 1, 327-348.
  • Awan, R.-U.-N., Noureen, G., & Naz, A. (2011). A Study of Relationship between Achievement Motivation, Self Concept and Achievement in...
  • Awang, Z. (2014). A Handbook on SME: For Academicians and Practitioners. MPWS Rich Resources.
  • Benyo, A. (2014). English spelling problems among students at the University of Dongola, Sudan. International Research Journal. Educational...
  • Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007, Jan-Feb). Implicit theories of intelligence predict achievement across an...
  • Bulus, M. (2011, Spr). Goal Orientations, Locus of Control and Academic Achievement in Prospective Teachers: An Individual Differences Perspective....
  • Buluş, M. (2016, Aug). Predictive Analysis Among Thinking Styles, Goal Orientations and Academic Achievement of Student Teachers. Yuksekogretim...
  • Champagne, C. (2015). Children's Implicit Beliefs About Intelligence.
  • Chen, W.-W. (2015, 2016/05/27). The relations between filial piety, goal orientations and academic achievement in Hong Kong. Educational Psychology,...
  • Chen, W.-W., & Wong, Y.-L. (2014, 2015/08/18). Chinese mindset: theories of intelligence, goal orientation and academic achievement in...
  • Costa, A., & Faria, L. (2018, Jun). Implicit Theories of Intelligence and Academic Achievement: A Meta-Analytic Review [Review]. Frontiers...
  • De Castella, K., & Byrne, D. (2015, Sep). My intelligence may be more malleable than yours: the revised implicit theories of intelligence...
  • Debicki, B. J., Kellermanns, F. W., Barnett, T., Pearson, A. W., & Pearson, R. A. (2016, 11//). Beyond the Big Five: The mediating role...
  • Delavar, A., Ahadi, H., & Barzegar, M. (2011). Relationship between implicit theory of intelligence, 2* 2 achievement goals framework,...
  • Diaconu-Gherasim, L. R., Tepordei, A.-M., Mairean, C., & Rusu, A. (2018). Intelligence beliefs, goal orientations and children's academic...
  • Dinger, F. C., & Dickhäuser, O. (2013). Does implicit theory of intelligence cause achievement goals? Evidence from an experimental study....
  • Dormann, C. F., Elith, J., Bacher, S., Buchmann, C., Carl, G., Carré, G., Marquéz, J. R. G., Gruber, B., Lafourcade, B., & Leitão, P....
  • Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040.
  • Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Psychology press.
  • Dweck, C. S., Chiu, C.-y., & Hong, Y.-y. (1995). Implicit theories and their role in judgments and reactions: A word from two perspectives....
  • Dweck, C. S., & Grant, H. (2008). Self-theories, goals, and meaning. Handbook of motivation science, 405-416.
  • Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256.
  • Ehrlinger, J., Mitchum, A. L., & Dweck, C. S. (2016, Mar). Understanding overconfidence: Theories of intelligence, preferential attention,...
  • Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. 72(1), 218.
  • Elmahdi, O., Ali, A., & Hassan, M. (2015). Assessing English Syntactic Structures Experienced by Sudanese Female Students at Secondary...
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. New York: McGraw-Hill Humanities/Social...
  • Gheen, M., Hruda, L., Middleton, M., & Midgley, C. (2000). Using goal orientation theory to examine the transition from middle to high...
  • Gunderson, E. A., Donnellan, M. B., Robins, R. W., & Trzesniewski, K. H. (2018, Sep). The specificity of parenting effects: Differential...
  • Hago, O. E., & Ali, M. M. H. A. (2015). Assessing English Syntactic Structures Experienced by Sudanese Female Students at Secondary Schools,(2013-2014)....
  • Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate data analysis: Pearson new international edition. Essex:...
  • Hair, J. F., Hult, G. T. M., Ringle, C., & Sarstedt, M. (2016). A primer on partial least squares structural equation modeling (PLS-SEM)....
  • Hammad, B. J. (2007). ‫ Major Morphological Difficulties of Using English Morphemes Facing Sudanese Secondary School Students Sudan University...
  • Harackiewicz, J. M., & Elliot, A. J. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis....
  • Hong, Y.-y., Chiu, C.-y., & Dweck, C. S. (1995). Implicit Theories of Intelligence. In Efficacy, agency, and self-esteem (pp. 197-216)....
  • Hulleman, C. S., Schrager, S. M., Bodmann, S. M., & Harackiewicz, J. M. (2010, May). A meta-analytic review of achievement goal measures:...
  • Kaplan, A., Middleton, M. J., Urdan, T., & Midgley, C. (2002). Achievement goals and goal structures. Goals, goal structures, and patterns...
  • King, R. B., McInerney, D. M., & Watkins, D. A. (2012, Dec). How you think about your intelligence determines how you feel in school:...
  • Labi, A. G. Y., & Ahmed. (2005). Investigating Difficulties Facing The Sudanese Secondary School Students in Writing in English as a Foreign...
  • Linnenbrink-Garcia, L., Tyson, D. F., & Patall, E. A. (2008). When are achievement goal orientations beneficial for academic achievement?...
  • Martin, A. J., Bostwick, K., Collie, R. J., & Tarbetsky, A. L. (2017). Implicit Theories of Intelligence.
  • Midgley, C., Kaplan, A., & Middleton, M. (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and at...
  • Mohammed, F. E. (2014). The role of first language in learning English as a foreign language in Sudan. International Journal of English and...
  • Neroni, J., Meijs, C., Leontjevas, R., Kirschner, P. A., & de Groot, R. H. M. (2018, Apr). Goal Orientation and Academic Performance in...
  • Niepel, C., Brunner, M., & Preckel, F. (2014, Oct). Achievement goals, academic self-concept, and school grades in mathematics: Longitudinal...
  • Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective...
  • Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations...
  • Piaw, C. Y. (2013). Mastering research statistics. Malaysia: McGraw Hill Education, New York, United States.
  • Schumacker, R. E., & Lomax, R. G. (2016). A beginner's guide to structural equation modeling. psychology press.
  • Siong, T. L., Othman, A. S., Hamzah, S. M., & Yong, T. H. (2014). Family Environment and Student Academic Achievement English in Remote...
  • Spinath, B. (2012). Academic Achievement A2 - Ramachandran, V.S. In Encyclopedia of Human Behavior (Second Edition) (pp. 1-8). Academic Press....
  • Suprayogi, M. N., Ratriana, L., & Wulandari, A. P. J. (2019). The interplay of academic efficacy and goal orientation toward academic...
  • Tarbetsky, A. L., Collie, R. J., & Martin, A. J. (2016, Oct). The role of implicit theories of intelligence and ability in predicting...
  • Ugur, A. (2016). The explanatory and predictive relationship pattern between university students goal orientation behaviours and their academic...
  • Yengimolki, S., Kalantarkousheh, S., & Malekitabar, A. (2015). Self-Concept, Social Adjustment and Academic Achievement of Persian Students....
  • Zhou, Y., & Wang, J. (2019, Jul). Goal orientation, learning strategies, and academic performance in adult distance learning. Social Behavior...