---
_id: '26674'
abstract:
- lang: eng
  text: <jats:p> Abstract. Parents’ and teachers’ effort feedback is considered to
    be an important prerequisite for children’s implicit theories of intelligence
    and their academic self-concepts as well as for their learning and achievement
    motivation. Therefore, our study examines whether differences in N = 685 primary
    school students’ implicit theories, their reading self-concepts, and their reading
    motivation can be predicted by their perceptions of their parents’ and teachers’
    effort feedback on reading processes. The results of a structural equation model
    show that children’s perceptions of their parents’ effort feedback predict their
    implicit theories, their reading self-concepts, and their reading motivation.
    The correlation between children’s perceived parental effort feedback and their
    intrinsic reading motivation is mediated by their implicit theories. Children’s
    implicit theories and their reading motivation cannot be predicted by their perceptions
    of their teachers’ effort feedback. </jats:p>
author:
- first_name: Frank
  full_name: Hellmich, Frank
  id: '26282'
  last_name: Hellmich
- first_name: Fabian Karl
  full_name: Hoya, Fabian Karl
  id: '10600'
  last_name: Hoya
citation:
  ama: Hellmich F, Hoya FK. Primary school students’ implicit theories and their reading
    motivation. The role of parents’ and teachers’ effort feedback. <i>Zeitschrift
    für Psychologie</i>. 2017;225(2):117-126. doi:<a href="https://doi.org/10.1027/2151-2604/a000288">10.1027/2151-2604/a000288</a>
  apa: Hellmich, F., &#38; Hoya, F. K. (2017). Primary school students’ implicit theories
    and their reading motivation. The role of parents’ and teachers’ effort feedback.
    <i>Zeitschrift Für Psychologie</i>, <i>225</i>(2), 117–126. <a href="https://doi.org/10.1027/2151-2604/a000288">https://doi.org/10.1027/2151-2604/a000288</a>
  bibtex: '@article{Hellmich_Hoya_2017, title={Primary school students’ implicit theories
    and their reading motivation. The role of parents’ and teachers’ effort feedback},
    volume={225}, DOI={<a href="https://doi.org/10.1027/2151-2604/a000288">10.1027/2151-2604/a000288</a>},
    number={2}, journal={Zeitschrift für Psychologie}, author={Hellmich, Frank and
    Hoya, Fabian Karl}, year={2017}, pages={117–126} }'
  chicago: 'Hellmich, Frank, and Fabian Karl Hoya. “Primary School Students’ Implicit
    Theories and Their Reading Motivation. The Role of Parents’ and Teachers’ Effort
    Feedback.” <i>Zeitschrift Für Psychologie</i> 225, no. 2 (2017): 117–26. <a href="https://doi.org/10.1027/2151-2604/a000288">https://doi.org/10.1027/2151-2604/a000288</a>.'
  ieee: 'F. Hellmich and F. K. Hoya, “Primary school students’ implicit theories and
    their reading motivation. The role of parents’ and teachers’ effort feedback,”
    <i>Zeitschrift für Psychologie</i>, vol. 225, no. 2, pp. 117–126, 2017, doi: <a
    href="https://doi.org/10.1027/2151-2604/a000288">10.1027/2151-2604/a000288</a>.'
  mla: Hellmich, Frank, and Fabian Karl Hoya. “Primary School Students’ Implicit Theories
    and Their Reading Motivation. The Role of Parents’ and Teachers’ Effort Feedback.”
    <i>Zeitschrift Für Psychologie</i>, vol. 225, no. 2, 2017, pp. 117–26, doi:<a
    href="https://doi.org/10.1027/2151-2604/a000288">10.1027/2151-2604/a000288</a>.
  short: F. Hellmich, F.K. Hoya, Zeitschrift Für Psychologie 225 (2017) 117–126.
date_created: 2021-10-21T11:13:30Z
date_updated: 2022-01-06T06:57:25Z
department:
- _id: '460'
doi: 10.1027/2151-2604/a000288
intvolume: '       225'
issue: '2'
language:
- iso: eng
page: 117-126
publication: Zeitschrift für Psychologie
publication_identifier:
  issn:
  - 2190-8370
  - 2151-2604
publication_status: published
status: public
title: Primary school students’ implicit theories and their reading motivation. The
  role of parents’ and teachers’ effort feedback
type: journal_article
user_id: '57672'
volume: 225
year: '2017'
...