A Study on the Relationship among Implicit theory of intelligence, Personal best and Academic engagement of Junior High School Students

• Main Authors: Tsao, Ruoh-Lan, 曹若蘭
• Other Authors: Wang, Chih-Hung
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/pj8z5a

碩士 === 國立彰化師範大學 === 教育研究所 === 106 === This study examined the relationship among implicit theory of intelligence, personal best and academic engagement of junior high school students in Chiayi city. A questionnaire survey was used, accessing seventh to ninth graders in 8 schools. Based on demographical data, implicit theory of intelligence questionnaire, personal best questionnaire, and academic engagement questionnaire were distributed to participants. A total of 684 valid returned questionnaires were obtained. Through SPSS 20.0 statistical software analysis, data were analyzed enploying descriptive statistics, t-test, one-way anova, and multiple regression. Because the research still keep on going, so the finding will expect: First, the current status quo of junior high school students perceived a high-intermediate level on personal best and academic engagement, and an intermediate level on implicit theory of intelligence. Second, genders and grades have significant impact on implicit theory of intelligence, personal best and academic engagement. Third, seventh-grader performed better incremental theory than ninth-grader. Fourth, female students performed better in personal best than male, and seventh-grader performed better than eighth-grader and ninth-grader. Fifth, male students performed better in agentic engagement than female, but female students performed better in emotional engagement than male. Seventh-grader performed better in cognitive engagement than ninth-grader. Seventh-grader performed better than eighth-grader, and eighth-grader performed better than ninth-grader in behavioral engagement and emotional engagement. Sixth, incremental theory can significantly predict personal best and academic engagement. Seventh, personal best can significantly predict academic engagement. Eighth, persoanl best plays a mediator role between incremental theory and academic engagement. Several recommendations were made through interpretation of results that could constitute future references for relevant education institutions.