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

• Main Author: Roldan, Amalia E.
• Format: text
• Published: Animo Repository 2014
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/1352
• Institution: De La Salle University

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.