Study on the impact of children's theories of intelligence for science and working memory capacity on the beliefs for science learning.

[Speaker] Harada, Yuki:1
[Co-author] Suzuki, Makoto:1
1:Hokkaido University Graduate School of Science (Japan)

In our study our aim was to test the hypothesis of students theories of intelligence and working memory capacity (WMC) affecting their beliefs for the science learning measured by the Control, Agency, Means-Ends Interview (CAMI; Skinner et al.,1988). The participants were 5th to 6th grade elementary school students (N = 207).
The results of the hierarchical multiple regression analysis supported the hypothesis when it came to control beliefs and agency beliefs (effort), but agency beliefs (teachers) were affected only by WMC. Furthermore, in the case of agency beliefs (ability) the analysis revealed a interaction between the theories of intelligence and WMC. Those children with entity theory of intelligence had an increased risk of poor WMC affecting their beliefs negatively.
The results indicate the theories of intelligence being important for children with poor WMC in order to maintain their motivation for science learning.
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