Macquarie University
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Australian primary students' implicit theories of intelligence, academic goal orientation and academic achievement

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posted on 2022-03-29, 00:24 authored by Kristopher Wrona
The efficacy of academic mindset interventions has been demonstrated internationally and predominantly with secondary school students. Whether a mindset intervention can change the beliefs about intelligence held by Australian primary students remains unknown, as does the relationship between students’ mindsets, their academic goal orientation, and academic achievement. A mindset intervention was delivered to 43 students in mixed ability grade 5 and 6 classes in a public primary school in Sydney, Australia. The intervention was evaluated with a randomised waitlist (control) design. The intervention promoted positive change in mindset beliefs compared with the control group. Mindset beliefs were positively associated with learning goals and academic achievement and negatively associated with performance approach and avoidance goals. The efficacy of the mindset intervention for changing primary students’ beliefs about intelligence is discussed. Implications for the further development and evaluation of brief and scalable classroom intervention to promote positive academic cognitions and achievement outcomes are discussed.


Table of Contents

Chapter One. Introduction -- Chapter Two. Literature review -- Chapter Three. Methods and materials -- Chapter Four. Results -- Chapter Five. Discussion -- Reference list -- Appendices.


Bibliography: pages 59-71 Theoretical thesis.

Awarding Institution

Macquarie University

Degree Type

Thesis MRes


MRes, Macquarie University, Faculty of Human Sciences, Department of Educational Studies

Department, Centre or School

Department of Educational Studies

Year of Award


Principal Supervisor

Anne McMaugh


Copyright Kristopher Wrona 2016. Copyright disclaimer:




New South Wales


1 online resource (viii, 114 pages) illustrations (some colour)

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