Assignment Report 代写: 智力内隐理论

Assignment Report 代写: 智力内隐理论

Assignment Report 代写: 智力内隐理论

智力的内隐理论,成就目标和数学成绩的二元之间的相关性被显示在表1。与以前的研究一致,结果表明显着的负相关关系的智能和数学性能的内隐理论(R = 13,P &;05);实体理论家有较低的数学性能。内隐智力理论也显着正相关的绩效回避目标(R = 21,P &;。01)。内隐理论与绩效接近目标的相关性在预测的方向上,但不显着(P = 20)。然而,相反的预测,智力和掌握目标的内隐理论之间存在正相关性,这些相关性是微不足道的和非掌握趋近目标显著(r = 04,P = 45),而小有掌握回避目标(R = 23,P <01)。

如表1所示,成就目标和数学成绩之间的所有的相关性都在预测的方向上。然而,绩效接近目标未能表现出显着的关系(P =。54)。显着的负相关关系被发现之间的绩效回避目标和数学成绩(R = 14,P & 05),以及掌握回避目标和数学成绩(R = -,13,P &;。05)。掌握接近目标和数学成绩之间的相关系数是显着的和积极的(R = 13,P &;。05)。最后,成就目标尺度之间的相关系数被认为是足够低的,以证明同时列入这些变量的回归方程评估调解(卢比和它;0.41)。

Assignment Report 代写: 智力内隐理论

Bivariate correlations between implicit theories of intelligence, achievement goals, and math performance are displayed in Table 1. In line with previous research, results indicated significant negative association between implicit theories of intelligence and math performance (r = -.13, p < .05); Entity theorists had lower math performance. Implicit theories of intelligence was also significantly and positively related to performance avoidance goal (r =.21, p < .01). The correlation between implicit theories of intelligence and performance approach goal was in the predicted direction but non-significant (p =.20). However, contrary to predictions, there were positive correlations between implicit theories of intelligence and mastery goals, these associations were trivial and non-significant for mastery approach goal (r =.04, p =.45) whereas small and significant for mastery avoidance goal (r =.23, p < .01).

As shown in Table 1, all the correlations between achievement goals and math performance were in the predicted direction. However, performance approach goal failed to show significant relation (p =.54). Significant negative correlations were found between performance avoidance goal and math performance (r =-.14, p < .05), as well as between mastery avoidance goal and math performance (r =-.13, p < .05). The correlation coefficient between mastery approach goal and math performance was significant and positive (r =.13, p < .05). Finally, the correlation coefficients between achievement goal scales were considered low enough to justify the simultaneous inclusion of these variables in a regression equation assessing mediation (rs < 0.41).

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