Motivational research attempts to clearly conceptualize the construct of motivation, measure it effectively, use the results to enhance student learning and success, and possibly make predictions about achievement. It has been proposed that core beliefs related to the nature of intelligence can determine one's response to challenges or setbacks and one's motivation level. The relationship between these constructs of motivation, theories of intelligence, and achievement has not been widely researched, and a clearer understanding in this area could help researchers, teachers, and parents use theories of intelligence to enhance achievement in students. This study explored a possible dimension of motivation, theory of intelligence, and examined 1.) the impact of theory of intelligence on academic motivation and achievement, 2.) the relationship between theory of intelligence and goal orientation (mastery vs. performance goals), and 3.) whether children's theories of intelligence tend to match those of their parents. Findings showed that motivation predicted GPA, that no direct relationship existed between theory of intelligence and achievement, that an incremental theory of intelligence predicted performance goals, and that parent theory of intelligence predicted child theory of intelligence. / A Dissertation submitted to the College of Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester, 2013. / October 25, 2012. / academic motivation, achievement goals, motivation, theory of
intelligence / Includes bibliographical references. / Steven Pfeiffer, Professor Directing Dissertation; Sherry Southerland, University Representative; Georgios Lampropoulos, Committee Member; Angela Canto, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_183686 |
| Contributors | Clevenger, Erin (authoraut), Pfeiffer, Steven (professor directing dissertation), Southerland, Sherry (university representative), Lampropoulos, Georgios (committee member), Canto, Angela (committee member), Department of Educational Psychology and Learning Systems (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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