Title

Implicit theories of intelligence, self-regulation of learning, academic delay of gratification and mathematics achievement of Filipino college freshmen by Amalia E. Roldan.

Date of Publication

2014

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Educational Psychology Major in Educational Measurement and Evaluation

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Counseling and Educational Psychology

Thesis Adviser

Ouano, Jerome A., Dr.

Defense Panel Chair

Garcia, John Addy S.

Defense Panel Member

Bustos-Orosa, Maria Alicia, Dr.
Mistades, Voltaire, Dr.
Lapinid, Minie Rose C., Dr.
Guarino, Aime T., Dr.

Abstract/Summary

The main purpose of the study is to test a model describing that individual’s implicit theories of intelligence (entity or incremental) influences their preference of using self-regulation of learning (SRL) and academic delay of gratification to improve their mathematics achievement. A preliminary analysis was first conducted to confirm if self-regulation of learning and academic delay of gratification was the same learning strategy or not. Two measurement models were tested: Model 1 is a one factor model (χ2= 220.43 df= 44 χ2/df = 5.10 RMR = .031 RMSEA=.098 GFI=.92 AGFI=.88 NFI = .92 IFI=.93 TLI=.95 CFI=.93) and Model 2, a two- factor model (χ2 = 95.826 df= 43 χ2/df = 2.29 RMR = .024 RMSEA=.054 GFI =.96 AGFI=.95 NFI = .96, RFI=.95, IFI=.98, TLI=.97, CFI=.98).Confirmatory Factor Analysis fit indices showed that Model 2 (Two-factor model) has better fit and that SRL and ADOG are different constructs of learning strategy. This result decides to include both the SRL and ADOG in the hypothesized model. Using Path analysis, the model was partially supported. Combining the direct and indirect effects of the predictors (incremental and entity theories of intelligence, SRL and ADOG) of mathematics achievement among college freshmen showed that incremental theory of intelligence contributes the largest effect. The theoretical and educational implications of the findings are discussed.

Abstract Format

html

Format

Electronic

Accession Number

CDTG006600

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

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