Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/17845
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dc.contributor.authorLuo, Wenshu-
dc.contributor.authorLee, Kerry-
dc.contributor.authorNg, Pak Tee-
dc.contributor.authorOng, Joanne-
dc.date.accessioned2016-06-13T05:07:09Z-
dc.date.available2016-06-13T05:07:09Z-
dc.date.issued2014-
dc.identifier10.1080/01443410.2014.909008-
dc.identifier.citationLuo, W., Lee, K., Ng, P. T., & Ong, J. (2014). Incremental beliefs of ability, achievement emotions, and learning of Singapore students. Educational Psychology: An International Journal of Experimental Educational Psychology, 34(5), 619-634. http://dx.doi.org/10.1080/01443410.2014.909008en_US
dc.identifier.issn0144-3410 (print)-
dc.identifier.issn1469-5820 (online)-
dc.identifier.urihttp://hdl.handle.net/10497/17845-
dc.descriptionThis is the final draft, after peer-review, of a manuscript published in Educational Psychology: An International Journal of Experimental Educational Psychology. The published version is available online at http://www.tandfonline.com/10.1080/01443410.2014.909008-
dc.description.abstractThis study investigated the relationships of students’ incremental beliefs of math ability to their achievement emotions, classroom engagement, and math achievement. A sample of 273 secondary students in Singapore were administered measures of incremental beliefs of math ability, math enjoyment, pride, boredom, and anxiety, as well as math classroom attention and disruption. In addition, students’ end-of-year math achievement scores were collected from school records. The hypothesized mediation model was supported in structural equation modeling analysis. Incremental beliefs of math ability were associated positively with math enjoyment and pride, and negatively with math boredom and anxiety. Achievement emotions fully mediated the relationships of incremental beliefs of math ability to classroom engagement and math achievement. Incremental beliefs of math ability were associated positively with classroom attention through math enjoyment and pride, negatively with classroom disruption through math anxiety, and positively with math achievement through the two outcome-related emotions, math pride and anxiety. The findings and implications are discussed in the academic context of Singapore.en_US
dc.language.isoenen_US
dc.subjectIncremental beliefsen_US
dc.subjectAchievement emotionsen_US
dc.subjectClassroom engagementen_US
dc.subjectAchievementen_US
dc.titleIncremental beliefs of ability, achievement emotions, and learning of Singapore studentsen_US
dc.typePostprinten_US
item.grantfulltextopen-
item.fulltextWith Fulltext-
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