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|Issue Date: ||2010-12-03
The Relationships among Implicit Theories of Intelligence,
Failure Tolerance, Academic Help-Seeking Behavior
and Academic Achievement of Junior
High School Students
The main purpose of this study was to explore the relationships among implicit theories of intelligence, failure tolerance, academic help-seeking behavior and academic achievement of junior high school students in five counties of Taiwan. First, this study examined the effects of different background variables on the main variables. Moreover, this study was to analyze the relationship of implicit theories of intelligence, failure tolerance and academic help-seeking behavior. Furthermore, we wanted to find out whether implicit theories of intelligence, failure tolerance or academic help-seeking behavior is the predictable variable to well-being.
A total of 668 junior high school students responded to a set of instruments including the Implicit Theories of Intelligence Scales, the Failure Tolerance Scales, and the Academic Help-Seeking Behavior Scales. The descriptive statistics, t-test, one-way ANOVA, Pearson’s product-moment correlation, and stepwise regression analysis were used to analyze the data.
The findings of the study were summarized as follows:
1. There were no significant differences found in each factor of implicit theories of intelligence in gender and grade level of junior high school students.
2. Both the effect and failure tolerance were significant difference in gender of junior high school students. Concerning grade level, there were significant differences found in both the action of preference for difficulty and failure tolerance.
3. Only seeking help from teachers was significant difference in gender of junior high school students. Concerning grade level, all factors of academic help-seeking behavior and academic help-seeking behavior were significant differences except avoiding seeking help.
4. Junior high school students’ incremental theory of intelligence and action of preference for difficulty were correlated to each other.
5. Junior high school students’ entity theory of intelligence, action of preference for difficulty, and effect were correlated to each other.
6. Junior high school students’ implicit theories of intelligence and academic help-seeking behavior were correlated to each other.
7. Junior high school students’ action of preference for difficulty and each factor of academic help-seeking behavior were correlated to each other.
8. Junior high school students’ effect and seeking help from classmates were correlated to each other.
9. Junior high school students’ action of preference for difficulty positively predicted academic achievement, but seeking help from classmates, avoiding seeking help, and entity theory of intelligence negatively predicted academic achievement.
Finally, some suggestions for teaching, counseling, and future research
were proposed according to the results.
Keywords: implicit theories of intelligence, failure tolerance, academic help-seeking behavior.
|Appears in Collections:||[教育研究所] 博碩士論文|
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