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題名 Perfectionism Implicit Theories of Intelligence and Taiwanese Eighth-Grade Students`` Academic Engagement
作者 施淑慎
Shih, Shu-Shen
貢獻者 教育系
關鍵詞 academic emotions; contingent self-worth; implicit theories of intelligence; perfectionism; self-handicapping
日期 2011-02
上傳時間 18-五月-2015 17:13:38 (UTC+8)
摘要 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.
關聯 Journal of Educational Research, 104, 131-142
資料類型 article
DOI http://dx.doi.org/10.1080/00220670903570368
dc.contributor 教育系-
dc.creator (作者) 施淑慎-
dc.creator (作者) Shih, Shu-Shen-
dc.date (日期) 2011-02-
dc.date.accessioned 18-五月-2015 17:13:38 (UTC+8)-
dc.date.available 18-五月-2015 17:13:38 (UTC+8)-
dc.date.issued (上傳時間) 18-五月-2015 17:13:38 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/75159-
dc.description.abstract (摘要) 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.-
dc.format.extent 155553 bytes-
dc.format.mimetype application/pdf-
dc.relation (關聯) Journal of Educational Research, 104, 131-142-
dc.subject (關鍵詞) academic emotions; contingent self-worth; implicit theories of intelligence; perfectionism; self-handicapping-
dc.title (題名) Perfectionism Implicit Theories of Intelligence and Taiwanese Eighth-Grade Students`` Academic Engagement-
dc.type (資料類型) articleen
dc.identifier.doi (DOI) 10.1080/00220670903570368-
dc.doi.uri (DOI) http://dx.doi.org/10.1080/00220670903570368-