Implicit theories of self‐regulated learning: Interplay with students’ achievement goals, learning strategies, and metacognition

Background Implicit theories are important belief systems that influence an individual’s motivation and behaviour. In academic contexts, domain‐general implicit theories of ability (e.g., intelligence) and their relation to self‐regulated learning (SRL) have been examined. Aims In this study, we followed a domain‐specific approach and first introduced scales to assess students’ implicit theories of the malleability and of the relevance of SRL....