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Ommundsen Yngvar, Haugen Richard & Lund Thorleif (2005). « Academic Self-concept, Implicit Theories of Ability, and Self-regulation Strategies ». Scandinavian Journal of Educational Research, vol. 49, n° 5, p. 461–474. ISSN 0031-3831. En ligne : <http://www.informaworld ... .1080/00313830500267838>. 
Added by: Marie Gaussel (23 Jun 2010 14:03:31 Europe/Paris)
Resource type: Journal Article
DOI: 10.1080/00313830500267838
ID no. (ISBN etc.): 0031-3831
BibTeX citation key: Ommundsen2005a
Categories: Apprentissages et psychologie
Keywords: éducation prioritaire, motivation, stratégie d'apprentissage, théorie de l'éducation
Creators: Haugen, Lund, Ommundsen
Collection: Scandinavian Journal of Educational Research
Views: 726/1498
Views index: 20%
Popularity index: 5%
URLs     http://www.informa ... /00313830500267838
Abstract     
The purpose of the present study is to explore how academic self-concept and implicit theories of ability are related to four self-regulation strategies?motivation/diligence, concentration, information processing, and self-handicapping. The hypothesis is that academic self-concept and an incremental theory of ability are (1) positively related to motivation/diligence, concentration, and information processing strategies, and (2) negatively related to self-handicapping strategies. On the basis of inventories 168 teacher students and 60 sport students (a total of 178 females and 50 males) were scored on academic self-concept, incremental and fixed theories of ability and the four self-regulation strategies. Multiple regression analysis was used for each self-regulation strategy as dependent variable, and with academic self-concept and the ability theories as independent variables. Results revealed that an incremental theory had, as predicted, a positive relation with motivation/diligence and concentration, but had only trivial relations with information processing and self-handicapping, whereas a fixed theory had only the predicted relation with self-handicapping. As hypothesised, a high academic self-concept was positively related to motivation/diligence, conception, and information processing and negatively to self-handicapping. The findings may indicate that, in order to promote meta-theoretical processing and prevent student from self-handicapping, it is important to strengthen academic self-concept, and to foster an incremental conception of ability among students.
Added by: Marie Gaussel  
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