What Predicts Quality of Learners’ Study Efforts? Implicit Beliefs and Interest Are Related to Mastery Goals but Not to Use of Effective Study Strategies

What goes into motivating students to take effective action? Ideally, are not only motivated invest time their studying, but that they use in and productive ways. In the present study, we surveyed college undergraduates ( N = 366) about how engage one of courses. Specifically, explored motivation-related implicit beliefs ease difficulty mindsets, intelligence mindset; Dweck, 2000 ; Fisher Oyserman, 2017 ) interact with perceived course interest importance predict achievement goal orientation for quality study strategies. We used a person-centered latent profiles analysis approach categorize meaningful beliefs. Those who were likely highly endorse motivation-increasing found interesting also more hold mastery-approach goals; relationship, however, was complicated performance-approach performance-avoidance goals. Implicit themselves did directly relate strategy use, did. particular, uniquely related all three strategies subscales (e.g., elaborative, standard testing, generative testing). Mastery-avoidance less elaborative strategies, performance-goals any type use. Perceived positively increased passive testing or discuss implications interventions.