| Autor: |
Katja Polh Budja, Katja Košir |
| Jazyk: |
German<br />English<br />Slovenian |
| Rok vydání: |
2019 |
| Předmět: |
|
| Zdroj: |
Revija za Elementarno Izobraževanje, Vol 12, Iss 1, Pp 89-112 (2019) |
| Druh dokumentu: |
article |
| ISSN: |
1855-4431 |
| DOI: |
10.18690/rei.12.1.89-112.2019 |
| Popis: |
The mindset comprises the individual’s beliefs about his or her most fundamental characteristics and abilities. Our research was focused on the mindset regarding mental abilities and considered it as a factor of academic achievement, academic self-concept, academic self-regulation and giftedness. The study included 232 primary school pupils from 8th and 9th grade. The results showed that pupils with a higher degree of mindset to growth have better academic achievements and higher academic self-concept compared to pupils who are mainly fixed mindset oriented. The research has shown that the growth mindset and academic self-regulation are positively related. We also found that mindset does not have an incremental predictive value for academic achievement alongside academic self-concept and academic self-regulation. It turned out that gifted pupils mindset is more mentally oriented towards growth compared to their normative peers, and that mindset does not have a moderator effect in predicting academic achievement in relation to identified pupils' giftedness. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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