A study assessing Year 5 pupils’ perspectives of intelligence
and achievement goal orientation and how these relate to their
perspective and causal explanations of success and failure
Katharine Martin
PGCE General Primary , 2015-2016)
Email: katemartin200@gmail.com
Abstract
This case study investigated pupils’ implicit perceptions of intelligence and academic goal orientations, and explored their relationship to Year 5 pupils’ perspectives and causal explanations of success and failure. A quantitative and qualitative mixed methods approach was used. Participants completed questionnaires and were sorted into categories: (a) entity theorist-achievement goal orientation with avoidance, (b) entity theorist-achievement goal orientation with challenge or (c) incremental theorist-learning goal orientation. A sub-sample of six participants from groups (a) and (b) were interviewed. Perceptual reactions to success were independent of the participants’ implicit theories of intelligence and their academic goal orientation. Both groups attributed effort as a causal explanation for both success and failure. Participants with incremental theorists-learning goal orientation displayed a stronger mastery-orientated pattern in response to failure compared to entity theorists, agreeing with Dweck’s (1986) model.
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The full paper is available for download as a pdf file:[pdf] 259-292-martink
Citation:.Martin, K. (2017) 'A study assessing Year 5 pupils’ perspectives of intelligence and achievement goal orientation and how these relate to their perspective and causal explanations of success and failure' Journal of Trainee Teacher Educational Research, Volume 8, pp 259-292 downloaded from http://jotter.educ.cam.ac.uk/ [date of access])