the role of Children's Mindset Implicit Theory and the Quality of Parental Homework Involvement on students' Academic Engagement

The purpose of the present study is to determine the role of Children's Mindset Implicit Theory and the Quality of Parental Homework Involvement on students' Academic Engagement. In this study, ۳۷۴ fifth grade elementary students (۱۸۳ boys and ۱۹۱ girls) and their parents were selected by multi-stage cluster random sampling. Students responded to the Mindset Implicit Theory Scales (Ziegler & Stroeger), the Quality of Parental Homework Involvement (Dumont, Trautwein, Nagy, Nagengast), the Academic Engagement (Reeve), and also parents responded to the Mindset Implicit Theory Scale (Abd-El-Fattah & Yates). The results of the structural equation model showed that the structure dimension of the Quality of Parental Involvement has a positive relationship with Academic Engagement. Also, the Children's Incremental Mindset Implicit Theory has a positive relationship with Academic Engagement.

Keywords:

Mindset Implicit theory , Academic Engagement , Quality of Parental Involvement