Implicit theories of writing and their impact on students' response to a SRSD intervention

Background In the field of intelligence research, it has been shown that some people conceive intelligence as a fixed trait that cannot be changed (entity beliefs), whereas others conceive it as a malleable trait that can be developed (incremental beliefs). What about writing? Do people hold similar...

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Veröffentlicht in:	British journal of educational psychology 2014-12, Vol.84 (4), p.571-590
Hauptverfasser:	Limpo, Teresa, Alves, Rui A.
Format:	Artikel
Sprache:	eng
Schlagworte:	Achievement Aptitude Attitude Measures Beliefs Biological and medical sciences Child Culture Curriculum Educational psychology Female Fundamental and applied biological sciences. Psychology Grade 5 Grade 6 Humans implicit theories of writing Instructional Effectiveness Intelligence Intervention latent growth models Male Pilot Projects Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Pupil and student. Academic achievement and failure Relevance (Education) Response to Intervention Self control self-regulated strategy development Student Attitudes Student Evaluation Students Students - psychology Teaching Test Validity Theories Theory Writing Writing Ability writing beliefs Writing Instruction
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