Psychometric Properties of the Implicit Theories of Intelligence Inventory for Students

Articles in Press

Document Type : Original Article

Authors

1 Master of Counseling, Faculty of Psychology and Educational Sciences, Shahid Beheshti University, Tehran, Iran.

2 Assistant Professor, Department of Psychology, Payame Noor University, Tehran, Iran. Faculty of Psychology, Payam Noor University

3 Ph.D. student in Educational Psychology, Faculty of Psychology and Educational Sciences, Shahid Beheshti University, Tehran, Iran.

10.48308/apsy.2024.237022.1710

Abstract

Aim: The present research was conducted with the aim of investigating the psychometric properties of the Implicit Theories of Intelligence Inventory for Students.
Method: In this research, a number of 402 adolescents (200 boys and 202 girls) were selected using the convenience sampling method, responded to the ITII-S (2008), the Brief Motivational Regulation Scale (2018) and the Motivational Persistence Scale (2011). The results of the Confirmatory Factor Analysis confirmed the one-dimensionality of the ITII-S.
Results: The results of the correlation between mindsets with regulation of motivation and motivational persistence provided additional evidence in defense of the criterion validity of the ITII-S. The internal consistency coefficient of the ITII-S was 0.93.
Conclusion: In sum, the results of the research by supporting the validity and reliability technical characteristics of the ITII-S, emphasized on the one hand, on the sound of the conceptual foundation of the implicit theory of intelligence to measure the learners’ mindsets, and on the other hand, on the use of this inventory to measure the implicit theories of intelligence.

Keywords

Main Subjects

Arbuckle, J. L., & Wothke, W. (1999). Amos 4.0 user’s guide: SPSS. (240-260). Chicago: Small Waters Corporation].link[

Bradley, C. L., Jeter, E., Lee, S., & Cooper, J. B. (2021). A Teamwork workshop to improve pharmacy students’ growth mindset and communication skills. American Journal of Pharmaceutical Education, 85 (5), 363-373. ] link[

Bui, P., Pongsakdi, N., McMullen, J., Lehtinen, E., & Hannula-Sormunen, M. M. (2023). A systematic review of mindset interventions in mathematics classrooms: What works and what does not? Educational Research Review, 40, 100554.] link[

Calvete, E., Orue, I., Echezarraga, A., Cortazar, N., & Fernandez-Gonzalez, L. (2022). A growth mindset intervention to promote resilience against online peer victimization: A randomized controlled trial. Computers in Human Behavior, 135, 107373.  link[

Cavanagh, A. J., Chen, X., Bathgate, M., Frederick, J., Hanauer, D. I., & Graham, M. J. (2018). Trust, growth mindset, and student commitment to active learning in a college science course. CBE—Life Sciences Education, 17(1), 1–8.] link[

Constantin, T., Holman, A., & Hojbotă, M. A. (2011). Development and validation of a motivational persistence scale. Psihologija, 45(2), 99-120.‏] link[

Cooper, J. B., Lee, S., Jeter, E., & Bradley, C. L. (2020). Psychometric validation of a growth Mindset and Team Communication Tool to measure self-views of growth mindset and team communication skills. Journal of the American Pharmacists Association, 60(6), 818-826. ] link[

de Ruiter, N. M. P., & Thomaes, S. (2023). A Process Model of Mindsets: Conceptualizing Mindsets of Ability as Dynamic and Socially Situated. Psychological Review. Advance online publication. ] link[

DeLuca, C., Coombs, A., & LaPointe-McEwan, D. (2019). Assessment mindset: Exploring the relationship between teacher mindset and approaches to classroom assessment. Studies in Educational Evaluation, 61, 159–169.  link[

Dweck, C. S. (2006). Mindset: The new psychology of success (1st ed.). Random House.] link[

Dweck, C. S. (2007a). Boosting achievement with messages that motivate. Education Canada, 47(2), 6–10.] link[

Dweck, C. S. (2007b). The perils and promises of praise. Educational Leadership, 65(2), 34–39.] link[

Dweck, C. S. (2008). Can personality be changed? The role of beliefs in personality and change. Current Directions in Psychological Science, 17(6), 391–394.] link[

Dweck, C. S. (2009). Mindsets: Developing talent through a growth mindset. Olympic Coach, 21(1), 4] .link[

Dweck, C. S. (2010). Mind-sets and equitable education. Principal Leadership, 10(5), 26–29. ] link[

Dweck, C. S. (2012). Mindsets and human nature: Promoting change in the Middle East, the schoolyard, the racial divide, and willpower. American Psychologist, 67(8), 614–622. ] link[

Dweck, C. S. (2016). Mindset: The new psychology of success (2nd ed.). Random House.] link[

 Dweck, C. S. (2017). From needs to goals and representations: Foundations for a unified theory of motivation, personality, and development. Psychological Review, 124(6), 689–719.] link[

Dweck, C. S., & Master, A. (2008). Self-theories motivate self-regulated learning. In D. H. Schunk, & B. J. Zimmerman (Eds.), Motivation self-regulated learning: Theory, research, applications (pp. 31–51). Lawrence Erlbaum Associates Publishers. ] link[

Dweck, C. S., & Molden, D. C. (2005). Self-theories: Their impact on competence motivation and acquisition. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 122–140). Guilford Publications.] link[

Dweck, C. S., & Molden, D. C. (2017). Mindsets: Their impact on competence motivation and acquisition. In A. J. Elliot, C. S. Dweck, & D. S. Yeager (Eds.), Handbook of competence and motivation: Theory and application (2nd ed., pp. 135–154). The Guilford Press. ] link[

Dweck, C. S., & Yeager, D. S. (2019). Mindsets: A view from two eras. Perspectives on Psychological Science, 14(3), 481–496. ] link[

Fredrickson, B. L. (2013). Positive emotions broaden and build. Advances in Experimental Social Psychology, 47, 1-53.] link[

Gladstone, J. R., Tallberg, M., Jaxon, J., & Cimpian, A. (2024). What makes a role model motivating for young girls? The effects of the role model’s growth versus fixed mindsets about ability and interest. Journal of Experimental Child Psychology, 238, 105775.] link[

Gutshall, C. A. (2016). Student perceptions of teachers’ mindset beliefs in the classroom setting. Journal of Educational and Developmental Psychology, 6(2), 135–142.] link[

Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed., pp. 125–857). Upper Saddle River, NJ: Pearson Prentice Hall. ] link[

Hertel, S., & Karlen, Y. (2021). Implicit theories of self-regulated learning: Interplay with students’ achievement goals, learning strategies, and metacognition. British Journal of Educational Psychology, 91(3), 972-996. ] link[

Hertel, S., Reschke, K., & Karlen, Y. (2024). Are profiles of self-regulated learning and intelligence mindsets related to students’ self-regulated learning and achievement? Learning and Instruction, 90, 101850. ] link[

Heslin, P. A., Latham, G. P., & VandeWalle, D. (2005). The effect of implicit person theory on performance appraisals. Journal of Applied Psychology, 90(5), 842-850.] link[

Jones, B. D., Bryant, L. H., Snyder, J. D., & Malone, D. (2012). Preservice and inservice teachers’ implicit theories of intelligence. Teacher Education Quarterly, 39(2), 87–101.] link[

Karwowski, M. (2014). Creative Mindsets: Measurement, Correlates, Consequences. Psychology of Aesthetics, Creativity, and the Arts, 8 (1), 62–70.] link[

Khodaei, A. (2022). Psychometric properties of the Mental Toughness Scale for Adolescents. Applied Psychology, 16 (63), 135-153. ] link[

 Khodaei, A., & Shokri, O. (2023). Validation of the short version of the motivational regulation scale in students. Journal of Education and Learning Studies.15 (85), 1-24. [Persian]] link[

Kim, Y., Brady, A. C., & Wolters, C. A. (2018). Development and validation of the brief regulation of motivation scale. Learning and Individual Differences, 67,259–265.] link[

Kline, R. B. (2015). Principles and practices of structural equation modeling (2nd Eds.). New York: Guilford.] link[

Kooshki, E., Shokri, O., Almasi, F. (2023). Construct validity and psychometric characteristics of Persian version of motivational persistence scale in students. Journal of Educational psychology studies. 20(52), 119-137. [Persian]] link[

Lam, K. K. L., & Zhou, M. (2020). A serial mediation model testing growth mindset, life satisfaction, and perceived distress as predictors of perseverance of effort. Personality and Individual Differences, 167, 110262.] link[

Lazarus, R.S. (2006). Stress and Emotion: A new synthesis. New York: Springer. ] link[

Lee, J., Lee, H. J., Song, J., & Bong, M. (2021). Enhancing children’s math motivation with a joint intervention on mindset and gender stereotypes. Learning and Instruction, 73, 101416.] link[

Liu, G., Su, Q., & Han, Y. (2023). The power of trust: How does parents' failure mindset affect children's intelligence mindset? Personality and Individual Differences, 206, 112139.] link[

Lyndon, A. E., Crowe, A., Wuensch, K. L., McCammon, S. L., & Davis, K. B. (2016). College students’ stigmatization of people with mental illness: Familiarity, implicit person theory, and attribution. Journal of Mental Health, 28(3), 255-259.] link[

Meyers, L. S., Gamest. G., & Goarin, A. J. (2016). Applied multivariate research, design and interpretation. Thousand oaks. London. New Deihi, Sage publication.] link[

Macnamara, B. N., & Burgoyne, A. P. (2022). Do growth mindset interventions impact students’ academic achievement? A systematic review and meta-analysis with recommendations for best practices. Psychological Bulletin, 149(3-4), 133–173.] link[

Mrazek, A. J., Ihm, E. D., Molden, D. C., Mrazek, M. D., Zedelius, C. M., & Schooler, J. W. (2018). Expanding minds: Growth mindsets of self-regulation and the influences on effort and perseverance. Journal of Experimental Social Psychology, 79, 164–180.] link[

Puente-Díaz, R., & Cavazos-Arroyo, J. (2017). The influence of creative mindsets on achievement goals, enjoyment, creative self-efficacy and performance among business students. Thinking Skills and Creativity, 24, 1–11.] link[

Quintana, I., Barriopedro, M. I., & Perez, L. R. (2021). Achievement goals across persistence—validation of the Spanish version of the Motivational Persistence Scale. International Journal of Environmental Research and Public Health, 19, 1-14.] link[

Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. (p.934), Boston, MA: Allyn & Bacon.] link[

Teng, M. F., Mizumoto, A., & Takeuchi, O. (2024). Understanding growth mindset, self-regulated vocabulary learning, and vocabulary knowledge. System, 122, 103255.] link[

Tormon, R., Lindsay, B. L., Paul, R. M., Boyce, M. A., & Johnston, K. (2023). Predicting academic performance in first-year engineering students: The role of stress, resiliency, student engagement, and growth mindset. Learning and Individual Differences, 108, 102383.] link[

Wang, M. T., Scanlonm, C. L., McKellar, S. E., & Ye, F. (2024). A multi-informant study on teachers' mindset, classroom practices, and student well-being. Learning and Instruction, 91, 101875.] link[

Xiao, F., Zhang, Z., Zhou, J., Wu, H., Zhang, L., Lin, M., & Hu, L. (2023). The relationship between a growth mindset and the learning engagement of nursing students: A structural equation modeling approach. Nurse Education in Practice, 73, 103796.] link[

Yao, Y., Guo, N. S., Wang, W., & Yu, J. (2021). Measuring Chinese junior high school students’ language mindsets: What can we learn from young EFL learners’ beliefs in their language ability? System, 101 (3), 102577.] link[

Yeager, D. S., & Dweck, C. S. (2020). What can be learned from growth mindset controversies? American Psychologist, 75(9), 1269–1284. [link[

Yeager, D. S., Johnson, R., Spitzer, B. J., Trzesniewski, K. H., Powers, J., & Dweck, C. S. (2014). The far-reaching effects of believing people can change: Implicit theories of personality shape stress, health, and achievement during adolescence. Journal of Personality and Social Psychology, 106(6), 867-874.] link[

Yu, J., Kreijkes, P., & Salmela-Aro, K. (2022). Students’ growth mindset: Relation to teacher beliefs, teaching practices, and school climate. Learning and Instruction, 80, 101616.] link[

Zeeb, H., Ibach, A., Voss, T., & Renkl, A. (2023). How does teachers' noticing of students' fixed mindsets relate to teachers’ knowledge, beliefs, and experience? An exploratory study. Teaching and Teacher Education, 130, 104170. ] link[

Zeng, G., Chen, X., Cheung, H. Y., & Peng, K. (2019). Teachers’ growth mindset and work engagement in the Chinese educational context: Well-being and perseverance of effort as mediators. Frontiers in Psychology, 10, 1–8.] link[

Zeng, G., Hou, H., & Peng, K. (2016). Effect of growth mindset on school engagement and psychological well-being of Chinese primary and middle school students: The mediating role of resilience. Frontiers in Psychology, 7, 1–8.] link[

Zhu, X., Yao, Y., & Lu, Q. (2024). The relationships between the growth mindset, writing feedback literacy, and feedback engagement of undergraduate students in L1 Chinese writing learning. Studies in Educational Evaluation, 80, 101320.] link[

References

Arbuckle, J. L., & Wothke, W. (1999). Amos 4.0 user’s guide: SPSS. (240-260). Chicago: Small Waters Corporation].link[
Bradley, C. L., Jeter, E., Lee, S., & Cooper, J. B. (2021). A Teamwork workshop to improve pharmacy students’ growth mindset and communication skills. American Journal of Pharmaceutical Education, 85 (5), 363-373. ] link[
Bui, P., Pongsakdi, N., McMullen, J., Lehtinen, E., & Hannula-Sormunen, M. M. (2023). A systematic review of mindset interventions in mathematics classrooms: What works and what does not? Educational Research Review, 40, 100554.] link[
Calvete, E., Orue, I., Echezarraga, A., Cortazar, N., & Fernandez-Gonzalez, L. (2022). A growth mindset intervention to promote resilience against online peer victimization: A randomized controlled trial. Computers in Human Behavior, 135, 107373.  link[
Cavanagh, A. J., Chen, X., Bathgate, M., Frederick, J., Hanauer, D. I., & Graham, M. J. (2018). Trust, growth mindset, and student commitment to active learning in a college science course. CBE—Life Sciences Education, 17(1), 1–8.] link[
Constantin, T., Holman, A., & Hojbotă, M. A. (2011). Development and validation of a motivational persistence scale. Psihologija, 45(2), 99-120.‏] link[
Cooper, J. B., Lee, S., Jeter, E., & Bradley, C. L. (2020). Psychometric validation of a growth Mindset and Team Communication Tool to measure self-views of growth mindset and team communication skills. Journal of the American Pharmacists Association, 60(6), 818-826. ] link[
de Ruiter, N. M. P., & Thomaes, S. (2023). A Process Model of Mindsets: Conceptualizing Mindsets of Ability as Dynamic and Socially Situated. Psychological Review. Advance online publication. ] link[
DeLuca, C., Coombs, A., & LaPointe-McEwan, D. (2019). Assessment mindset: Exploring the relationship between teacher mindset and approaches to classroom assessment. Studies in Educational Evaluation, 61, 159–169.  link[
Dweck, C. S. (2006). Mindset: The new psychology of success (1st ed.). Random House.] link[
Dweck, C. S. (2007a). Boosting achievement with messages that motivate. Education Canada, 47(2), 6–10.] link[
Dweck, C. S. (2007b). The perils and promises of praise. Educational Leadership, 65(2), 34–39.] link[
Dweck, C. S. (2008). Can personality be changed? The role of beliefs in personality and change. Current Directions in Psychological Science, 17(6), 391–394.] link[
Dweck, C. S. (2009). Mindsets: Developing talent through a growth mindset. Olympic Coach, 21(1), 4] .link[
Dweck, C. S. (2010). Mind-sets and equitable education. Principal Leadership, 10(5), 26–29. ] link[
Dweck, C. S. (2012). Mindsets and human nature: Promoting change in the Middle East, the schoolyard, the racial divide, and willpower. American Psychologist, 67(8), 614–622. ] link[
Dweck, C. S. (2016). Mindset: The new psychology of success (2nd ed.). Random House.] link[
 Dweck, C. S. (2017). From needs to goals and representations: Foundations for a unified theory of motivation, personality, and development. Psychological Review, 124(6), 689–719.] link[
Dweck, C. S., & Master, A. (2008). Self-theories motivate self-regulated learning. In D. H. Schunk, & B. J. Zimmerman (Eds.), Motivation self-regulated learning: Theory, research, applications (pp. 31–51). Lawrence Erlbaum Associates Publishers. ] link[
Dweck, C. S., & Molden, D. C. (2005). Self-theories: Their impact on competence motivation and acquisition. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 122–140). Guilford Publications.] link[
Dweck, C. S., & Molden, D. C. (2017). Mindsets: Their impact on competence motivation and acquisition. In A. J. Elliot, C. S. Dweck, & D. S. Yeager (Eds.), Handbook of competence and motivation: Theory and application (2nd ed., pp. 135–154). The Guilford Press. ] link[
Dweck, C. S., & Yeager, D. S. (2019). Mindsets: A view from two eras. Perspectives on Psychological Science, 14(3), 481–496. ] link[
Fredrickson, B. L. (2013). Positive emotions broaden and build. Advances in Experimental Social Psychology, 47, 1-53.] link[
Gladstone, J. R., Tallberg, M., Jaxon, J., & Cimpian, A. (2024). What makes a role model motivating for young girls? The effects of the role model’s growth versus fixed mindsets about ability and interest. Journal of Experimental Child Psychology, 238, 105775.] link[
Gutshall, C. A. (2016). Student perceptions of teachers’ mindset beliefs in the classroom setting. Journal of Educational and Developmental Psychology, 6(2), 135–142.] link[
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed., pp. 125–857). Upper Saddle River, NJ: Pearson Prentice Hall. ] link[
Hertel, S., & Karlen, Y. (2021). Implicit theories of self-regulated learning: Interplay with students’ achievement goals, learning strategies, and metacognition. British Journal of Educational Psychology, 91(3), 972-996. ] link[
Hertel, S., Reschke, K., & Karlen, Y. (2024). Are profiles of self-regulated learning and intelligence mindsets related to students’ self-regulated learning and achievement? Learning and Instruction, 90, 101850. ] link[
Heslin, P. A., Latham, G. P., & VandeWalle, D. (2005). The effect of implicit person theory on performance appraisals. Journal of Applied Psychology, 90(5), 842-850.] link[
Jones, B. D., Bryant, L. H., Snyder, J. D., & Malone, D. (2012). Preservice and inservice teachers’ implicit theories of intelligence. Teacher Education Quarterly, 39(2), 87–101.] link[
Karwowski, M. (2014). Creative Mindsets: Measurement, Correlates, Consequences. Psychology of Aesthetics, Creativity, and the Arts, 8 (1), 62–70.] link[
Khodaei, A. (2022). Psychometric properties of the Mental Toughness Scale for Adolescents. Applied Psychology, 16 (63), 135-153. ] link[
 Khodaei, A., & Shokri, O. (2023). Validation of the short version of the motivational regulation scale in students. Journal of Education and Learning Studies.15 (85), 1-24. [Persian]] link[
Kim, Y., Brady, A. C., & Wolters, C. A. (2018). Development and validation of the brief regulation of motivation scale. Learning and Individual Differences, 67,259–265.] link[
Kline, R. B. (2015). Principles and practices of structural equation modeling (2nd Eds.). New York: Guilford.] link[
Kooshki, E., Shokri, O., Almasi, F. (2023). Construct validity and psychometric characteristics of Persian version of motivational persistence scale in students. Journal of Educational psychology studies. 20(52), 119-137. [Persian]] link[
Lam, K. K. L., & Zhou, M. (2020). A serial mediation model testing growth mindset, life satisfaction, and perceived distress as predictors of perseverance of effort. Personality and Individual Differences, 167, 110262.] link[
Lazarus, R.S. (2006). Stress and Emotion: A new synthesis. New York: Springer. ] link[
Lee, J., Lee, H. J., Song, J., & Bong, M. (2021). Enhancing children’s math motivation with a joint intervention on mindset and gender stereotypes. Learning and Instruction, 73, 101416.] link[
Liu, G., Su, Q., & Han, Y. (2023). The power of trust: How does parents' failure mindset affect children's intelligence mindset? Personality and Individual Differences, 206, 112139.] link[
Lyndon, A. E., Crowe, A., Wuensch, K. L., McCammon, S. L., & Davis, K. B. (2016). College students’ stigmatization of people with mental illness: Familiarity, implicit person theory, and attribution. Journal of Mental Health, 28(3), 255-259.] link[
Meyers, L. S., Gamest. G., & Goarin, A. J. (2016). Applied multivariate research, design and interpretation. Thousand oaks. London. New Deihi, Sage publication.] link[
Macnamara, B. N., & Burgoyne, A. P. (2022). Do growth mindset interventions impact students’ academic achievement? A systematic review and meta-analysis with recommendations for best practices. Psychological Bulletin, 149(3-4), 133–173.] link[
Mrazek, A. J., Ihm, E. D., Molden, D. C., Mrazek, M. D., Zedelius, C. M., & Schooler, J. W. (2018). Expanding minds: Growth mindsets of self-regulation and the influences on effort and perseverance. Journal of Experimental Social Psychology, 79, 164–180.] link[
Puente-Díaz, R., & Cavazos-Arroyo, J. (2017). The influence of creative mindsets on achievement goals, enjoyment, creative self-efficacy and performance among business students. Thinking Skills and Creativity, 24, 1–11.] link[
Quintana, I., Barriopedro, M. I., & Perez, L. R. (2021). Achievement goals across persistence—validation of the Spanish version of the Motivational Persistence Scale. International Journal of Environmental Research and Public Health, 19, 1-14.] link[
Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. (p.934), Boston, MA: Allyn & Bacon.] link[
Teng, M. F., Mizumoto, A., & Takeuchi, O. (2024). Understanding growth mindset, self-regulated vocabulary learning, and vocabulary knowledge. System, 122, 103255.] link[
Tormon, R., Lindsay, B. L., Paul, R. M., Boyce, M. A., & Johnston, K. (2023). Predicting academic performance in first-year engineering students: The role of stress, resiliency, student engagement, and growth mindset. Learning and Individual Differences, 108, 102383.] link[
Wang, M. T., Scanlonm, C. L., McKellar, S. E., & Ye, F. (2024). A multi-informant study on teachers' mindset, classroom practices, and student well-being. Learning and Instruction, 91, 101875.] link[
Xiao, F., Zhang, Z., Zhou, J., Wu, H., Zhang, L., Lin, M., & Hu, L. (2023). The relationship between a growth mindset and the learning engagement of nursing students: A structural equation modeling approach. Nurse Education in Practice, 73, 103796.] link[
Yao, Y., Guo, N. S., Wang, W., & Yu, J. (2021). Measuring Chinese junior high school students’ language mindsets: What can we learn from young EFL learners’ beliefs in their language ability? System, 101 (3), 102577.] link[
Yeager, D. S., & Dweck, C. S. (2020). What can be learned from growth mindset controversies? American Psychologist, 75(9), 1269–1284. [link[
Yeager, D. S., Johnson, R., Spitzer, B. J., Trzesniewski, K. H., Powers, J., & Dweck, C. S. (2014). The far-reaching effects of believing people can change: Implicit theories of personality shape stress, health, and achievement during adolescence. Journal of Personality and Social Psychology, 106(6), 867-874.] link[
Yu, J., Kreijkes, P., & Salmela-Aro, K. (2022). Students’ growth mindset: Relation to teacher beliefs, teaching practices, and school climate. Learning and Instruction, 80, 101616.] link[
Zeeb, H., Ibach, A., Voss, T., & Renkl, A. (2023). How does teachers' noticing of students' fixed mindsets relate to teachers’ knowledge, beliefs, and experience? An exploratory study. Teaching and Teacher Education, 130, 104170. ] link[
Zeng, G., Chen, X., Cheung, H. Y., & Peng, K. (2019). Teachers’ growth mindset and work engagement in the Chinese educational context: Well-being and perseverance of effort as mediators. Frontiers in Psychology, 10, 1–8.] link[
Zeng, G., Hou, H., & Peng, K. (2016). Effect of growth mindset on school engagement and psychological well-being of Chinese primary and middle school students: The mediating role of resilience. Frontiers in Psychology, 7, 1–8.] link[
Zhu, X., Yao, Y., & Lu, Q. (2024). The relationships between the growth mindset, writing feedback literacy, and feedback engagement of undergraduate students in L1 Chinese writing learning. Studies in Educational Evaluation, 80, 101320.] link[
Applied Psychology

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