A Comparative Analysis of Macedonian and English Teachers' Implicit Theories of Pupils' Intelligence and Motivation

The paper represents a cross-cultural study of the similarities and differences in Macedonian and English teachers’ beliefs about pupils’ intelligence and the motivational strategies used in the classroom. Results indicate that Macedonian and English differ more in regard to the motivational strategies adopted, than to the implicit theories held. Findings tentatively suggest that the adoption of motivational strategies is primarily influenced by the doctrines promoted by the schooling system and to a minor degree by teachers’ beliefs about pupils’ intelligence and motivation.