Research Article 2


ResearchArticle 2

ResearchArticle 2

Q1. Thereare two main research questions. The first one asks if there is anassociation between ability implicit theories and epistemologybeliefs and their impact on the academic motivation and achievementamong science students in Grade 6. The answer to this question wasthat there is both direct and indirect association on adaptivemotivation factors among science students who are in grade 6. Thesecond research question was how the implicit ability theories,epistemology believes, and other variables differ as a function ofrace and gender. The answer to the second question was that boysreported more ability on science subjects than girls and there is nodifference regarding gender based on epistemological beliefs (Chen, &ampPajares, 2010).

Q2. The content of the article relates to the General Psychology in myclass whereby, there is a belief that science subjects are designedfor boys. Such beliefs have made girls to develop a negative attitudetowards science subject. Girls believe that science subjects they arehard, and can only suit boys (Chen, &amp Pajares, 2010).

Q3. My reflection on what I believe regarding this article is that it istrue that student’s motivation and academic achievements arestrongly inclined to students’ belief. What interest me is thatsome believe have a direct impact in the real life. For example,those tasks that require more efforts and energy are meant for men.On the contrary, simple task which require less energy are meant forwomen (Chen, &amp Pajares, 2010).

Q4. The strength of this research is that it has been substantiated byreliable, credible, and valid empirical evidence. On the other hand,the major weakness of this study is that less work has been carriedout in finding out other motivational variables that may affectstudents progress other than believes (Chen, &amp Pajares,2010).


Chen,J. A., &amp Pajares, F. (2010). Implicit theories of ability ofGrade 6 science students: Relation to epistemological beliefs andacademic motivation and achievement in science. ContemporaryEducational Psychology,35(1),75-87.