Implicit Theories and Stigmatizing Labels

Abstract

To understand students' achievement outcomes, it is important to look beyond the disability labels that have been applied. Students' choices follow from their implicit theories about learning and achievement. Developmental educators can consider cognitive motivational factors such as beliefs, goals, and expectations, as well as the results of previous institutional interventions, when working with students to identify effective supports.

Additional information

Notes on contributors

Judith C. Lapadat

Judith Lapadat is Assistant Professor of Education at the University of Northern British Columbia, 3333 University Way, Prince George, BC V4N 4Z9, E-mail [email protected]. Her work focuses on relationships between language, learning, and motivation. She teaches graduate courses and does research on language and literacy development, classroom discourse, language learning disabilities, and achievement motivation.