The effects of implicit theories of intelligence on goal orientation and academic achievement amongst Maltese University students

Abstract

The present study examined the effects of implicit theories of intelligence on goal orientation and academic achievement within the Maltese university context. Possible mindset differences due to gender, faculty belongingness and parental educational level were also explored. A quantitative approach was adopted, with 80 students (n=80; 62 females, 18 males) aged 19-22 taking part in a distributed survey. Data was analysed through use of Pearson’s correlation co-efficient, t-tests and ANOVA. University of Malta students exhibiting entity beliefs oriented themselves towards performance-approach goals. As for mastery-approach goals, mastery-avoidance goals and performance-avoidance goals, no significant correlations with implicit theories of intelligence were established. Furthermore, implicit theories of intelligence did not predict academic achievement. No differences in mindset were evident between males and females, art and science students, and participants whose parents came from high or low educational backgrounds. Findings were mainly inconsistent with previous literature. Hence, this study provided some insight into the importance of replication studies, as findings may vary from one context to another. Future local research is needed to see whether similar patterns are evident amongst larger samples and other educational institutions.