From self-theories of intelligence to academic delay of gratification: The mediating role of achievement goals

Sabry M. Abd-El-Fattah, Hilal Z. Al-Nabhani

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

This study examined the relationships among implicit self-theories, achievement goals, and academic delay of gratification. Do achievement goals mediate the relationship between implicit self-theories and academic delay of gratification? A sample of 195 Omani high school students rated themselves on three measures tapping these constructs. A path analysis showed that entity beliefs positively predicted performance-approach and performance-avoidance goals. Incremental beliefs positively predicted a mastery-approach goal. Incremental beliefs and entity beliefs positively and negatively, respectively, predicted academic delay of gratification. A mastery-approach positively predicted academic delay of gratification. Mastery-avoidance, performance-approach, and performance-avoidance negatively predicted academic delay of gratification.

Original languageEnglish
Pages (from-to)93-107
Number of pages15
JournalAustralian Journal of Educational and Developmental Psychology
Volume12
Publication statusPublished - 2012

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Intelligence
intelligence
performance
path analysis
Students
school
student

Keywords

  • Academic achievement
  • Academic delay of gratification
  • Achievement goals
  • Implicit self-theories
  • Omani high school students

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

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