Structural Relationships Among Beliefs about Intelligence, Goal Orientation, and Cognitive Task Engagement
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This study examined the structural relationships among elementary students’ beliefs aboutintelligence, achievement goal orientation, and engagement in cognitive tasks involvingfluid and crystallized intelligence. Using data from 274 fifth- and sixth-grade students inSouth Korea, structural equation modeling (SEM) was conducted to investigate whethergoal orientation mediates the relationship between intelligence beliefs and cognitive taskengagement. The results showed that students with growth-oriented beliefs were more likelyto adopt adaptive achievement goals, which in turn influenced their engagement in bothfluid (analogical reasoning) and crystallized (curriculum-based academic performance) tasks. However, goal orientation partially mediated the relationship between intelligence beliefsand cognitive task engagement, exhibiting a suppressor effect that weakens the positiveinfluence of intelligence beliefs. These findings underscore the complex interplay betweenself-beliefs and motivational constructs and suggest that promoting mastery goals alongsidegrowth beliefs may enhance students’ cognitive task engagement. This study underscoresthe value of fostering growth beliefs and adaptive goals to enhance cognitive engagement. Targeted interventions can support sustained and meaningful learning behaviors.
Abstract
This study examined the structural relationships among elementary students’ beliefs aboutintelligence, achievement goal orientation, and engagement in cognitive tasks involvingfluid and crystallized intelligence. Using data from 274 fifth- and sixth-grade students inSouth Korea, structural equation modeling (SEM) was conducted to investigate whethergoal orientation mediates the relationship between intelligence beliefs and cognitive taskengagement. The results showed that students with growth-oriented beliefs were more likelyto adopt adaptive achievement goals, which in turn influenced their engagement in bothfluid (analogical reasoning) and crystallized (curriculum-based academic performance) tasks. However, goal orientation partially mediated the relationship between intelligence beliefsand cognitive task engagement, exhibiting a suppressor effect that weakens the positiveinfluence of intelligence beliefs. These findings underscore the complex interplay betweenself-beliefs and motivational constructs and suggest that promoting mastery goals alongsidegrowth beliefs may enhance students’ cognitive task engagement. This study underscoresthe value of fostering growth beliefs and adaptive goals to enhance cognitive engagement. Targeted interventions can support sustained and meaningful learning behaviors.