Abstract
This study examined preservice and practicing teachers’ beliefs about factors influencing student academic performance. Participants viewed teacher factors as a more important determinant of academic performance than student or family factors. However, teachers who held a stronger entity view of students’ intelligence viewed teachers as less responsible for students’ academic performance. Teachers held the most ability-based views of performance in the arts and the most effort-based views of performance in the humanities. General beliefs about intelligence were related to domain-specific beliefs in the areas of basic skills, humanities, and math and science, but not in the arts or physical domains.
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