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<identifier>oai:HAL:hal-01532797v1</identifier>
<datestamp>2017-12-21</datestamp>
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<publisher>HAL CCSD</publisher>
<title lang=en>Conceptions of intelligence and learning and perceptions of self-efficacy among students at the end of primary school</title>
<creator>Issaieva, Elisabeth</creator>
<contributor>Université de Genève (UNIGE)</contributor>
<contributor>Centre de recherches et de ressources en éducation et formation (CRREF) ; Université des Antilles et de la Guyane (UAG)</contributor>
<contributor>financé par l'université de Genève et le fonds nationale suisse de la recherche</contributor>
<description>International audience</description>
<source>ISSN: 0305-5698</source>
<source>EISSN: 1465-3400</source>
<source>Educational Studies</source>
<publisher>Taylor & Francis (Routledge)</publisher>
<identifier>hal-01532797</identifier>
<identifier>https://hal.univ-antilles.fr/hal-01532797</identifier>
<source>https://hal.univ-antilles.fr/hal-01532797</source>
<source>Educational Studies, Taylor & Francis (Routledge), 2016, 42 (1), pp.114 - 118. 〈Taylor & Francis online〉. 〈10.1080/03055698.2016.1152172〉</source>
<identifier>DOI : 10.1080/03055698.2016.1152172</identifier>
<relation>info:eu-repo/semantics/altIdentifier/doi/10.1080/03055698.2016.1152172</relation>
<source>Taylor & Francis online</source>
<language>en</language>
<subject lang=en>conceptions of intelligence</subject>
<subject lang=en> learning</subject>
<subject lang=en> self-efficacy</subject>
<subject>[SHS.EDU] Humanities and Social Sciences/Education</subject>
<type>info:eu-repo/semantics/article</type>
<type>Journal articles</type>
<description lang=en>Several studies have focused on the role of students’ conceptions of intellectual ability, the learning process and the self-efficacy. However, these three parameters have not been integrated and analysed within the same model. Against this background, the objective of our research is to identify the links that develop between these three constructs. To this end, we have put forward two hypotheses: 1. The conception that intelligence is constructed directly and positively affects the conception that learning is a constructive process. This has a positive impact on perceived self-efficacy. 2. The conception that intelligence is a fixed trait directly and positively affects the conception that learning is a reproductive process and leads to lower perceptions of self-efficacy. To test these hypotheses, we conducted research using a questionnaire distributed among 1112 students in their last year of primary school. The questionnaires were subject to statistical analysis using structural equation modelling. The results confirm our hypotheses and thus show the relevance of our model.</description>
<date>2016-03-02</date>
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