Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/75159


Title: Perfectionism Implicit Theories of Intelligence and Taiwanese Eighth-Grade Students'' Academic Engagement
Authors: 施淑慎
Shih, Shu-Shen
Contributors: 教育系
Keywords: academic emotions;contingent self-worth;implicit theories of intelligence;perfectionism;self-handicapping
Date: 2011-02
Issue Date: 2015-05-18 17:13:38 (UTC+8)
Abstract: The authors attempted to examine how Taiwanese junior high school students’ perfectionistic tendencies and implicit theories of intelligence were related to their academic emotions and approach versus avoidance self-regulation, and to determine differences in contingent self-worth, emotions, and self-regulation among students with different subtypes of perfectionism. A total of 481 8th-grade Taiwanese students completed a self-reported survey assessing their perfectionistic tendencies, implicit theories of intelligence, academic emotions, behavioral self-regulation, and use of self-handicapping strategies. Results suggested that adaptive perfectionism enabled adolescents to experience positive emotions and to engage in behavioral self-regulation, whereas maladaptive perfectionism was positively associated with negative emotions and self-handicapping. In addition, the incremental theory of intelligence predicted positive affect and constructive coping. By contrast, the entity theory was positively correlated with negative emotions and self-handicapping. The authors also documented profiles of students with different perfectionistic tendencies. Findings showed that in general adaptive perfectionists displayed the healthiest emotions and self-regulatory styles. Implications for education and further research are discussed.
Relation: Journal of Educational Research, 104, 131-142
Data Type: article
DOI 連結: http://dx.doi.org/10.1080/00220670903570368
Appears in Collections:[教育學系] 期刊論文

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