Implicit beliefs of ability and maladaptive learning: Does self-efficacy matter?

Wenshu LUO, Gregory Arief D. LIEM, Kerry LEE

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

This study investigated the interaction between self-efficacy and implicit beliefs of ability in their association with maladaptive learning in mathematics. The analysis was based on a large sample of 2538 Singapore Secondary 2 students (Mage = 13.75), who took measures of entity beliefs of ability, self-efficacy, and three maladaptive learning variables in mathematics: novelty avoidance, cheating, and anxiety. We conducted latent interaction analysis with gender and previous mathematics achievement controlled and found that higher self-efficacy did not buffer, but enhanced the positive association between entity beliefs of ability and the three maladaptive learning variables. When entity beliefs of ability were higher, the increase in the three maladaptive learning was larger for those with higher self-efficacy than those with lower self-efficacy. Findings suggest a revision of the moderation hypothesis in the literature: higher self-efficacy is more helpful in preventing maladaptive learning for incremental theorists than for entity theorists. Copyright © 2018 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
Pages (from-to)153-168
JournalEducational Psychology
Volume39
Issue number2
Early online dateNov 2018
DOIs
Publication statusPublished - 2019

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Aptitude
Self Efficacy
self-efficacy
Learning
Mathematics
ability
learning
mathematics
Singapore
interaction
Buffers
Anxiety
Students
anxiety
gender
Group
student

Citation

Luo, W., Liem, G. A. D., & Lee, K. (2019). Implicit beliefs of ability and maladaptive learning: Does self-efficacy matter? Educational Psychology, 39(2), 153-168. doi: 10.1080/01443410.2018.1510115

Keywords

  • Self-efficacy
  • Implicit beliefs of ability
  • Novelty avoidance
  • Cheating
  • Anxiety