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 language | English |
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Pages (from-to) | 93-107 |
Number of pages | 15 |
Journal | Australian Journal of Educational and Developmental Psychology |
Volume | 12 |
Publication status | Published - 2012 |
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