<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>This study aims to explore the relation between metacognitive competences, implicit theories of intelligence and school achievement among lower secondary students. The group of participants included 120 students from Iași County, with different socio-economic backgrounds. Participants completed two measures, Metacognitive Awareness Inventory (Schraw &amp; Dennison, 1994) and Implicit Theories of Intelligence Questionnaire (Dweck, 2000). School achievement was defined as annual average grades, and family socio-economic background was self-reported. Students from socio-economic disadvantaged families scored lower for metacognitive competence, and self-reported fixed mindset beliefs, in contrast with students with favourable socio-economic family background. Therewith, metacognitive competences and implicit theories of intelligence are significant predictors of school achievement.</p>
</abstract>

This study aims to explore the relation between metacognitive competences, implicit theories of intelligence and school achievement among lower secondary students. The group of participants included 120 students from Iași County, with different socio-economic backgrounds. Participants completed two measures, Metacognitive Awareness Inventory (Schraw & Dennison, 1994) and Implicit Theories of Intelligence Questionnaire (Dweck, 2000). School achievement was defined as annual average grades, and family socio-economic background was self-reported. Students from socio-economic disadvantaged families scored lower for metacognitive competence, and self-reported fixed mindset beliefs, in contrast with students with favourable socio-economic family background. Therewith, metacognitive competences and implicit theories of intelligence are significant predictors of school achievement.

Metacognitive Competences and Implicit Theories of Intelligence in Relation with School Achievement

Candidate Doctoral, „Alexandru Ioan Cuza” University from Iasi

Professor PhD. habil., „Alexandru Ioan Cuza” University from Iasi

Review of Artistic Education

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

This study aims to explore the relation between metacognitive competences, implicit theories of intelligence and school achievement among lower secondary...

Metacognitive Competences and Implicit Theories of Intelligence in Relation with School Achievement

Online veröffentlicht: 24. Juni 2021

Seitenbereich: 301 - 309

DOI: https://doi.org/10.2478/rae-2021-0038

Schlüsselwörter
metacognitive competences, implicit theories of intelligence, school achievement

© 2021 Adina-Petronela Vechiu et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Metacognitive Competences and Implicit Theories of Intelligence in Relation with School Achievement

Online veröffentlicht: 24. Juni 2021

Seitenbereich: 301 - 309

DOI: https://doi.org/10.2478/rae-2021-0038

Schlüsselwörtermetacognitive competences, implicit theories of intelligence, school achievement

© 2021 Adina-Petronela Vechiu et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Schlüsselwörter
metacognitive competences, implicit theories of intelligence, school achievement