Structural relations among implicit theories, achievement goals, and performance in writing

Implicit theories have important implications for students' achievement goals and academic achievement. The Writer(s)-within-community model by Graham (2018) postulates that motivational beliefs stored in the long-term memory, such as implicit goals, influence how one approaches a writing task. Notwithstanding, few empirical studies examined relations among theories, performance. In this study, we sought to examine structural performance of Portuguese students grades 5 8 (Mage = 11.80, SD 1.5). addition, aimed test whether varied across two text genres, girls boys. Our results showed more incremental were associated with greater pursuit mastery well higher quality. Moreover, endorsement was quality, whereas adoption performance-approach linked lower These remained stable boys narrative opinion texts. Overall, these findings confirm pivotal role motivation-related variables predicting