Abstract
This article examines the relationship between Incremental-Entity personal conceptions of intelligence and the cultural dimension of Individualism-Collectivism in Italian students attending high school. Four types of individualism and collectivism were investigated: 1) Vertical-Individualism, characterized by independent and different self; 2) Horizontal-Individualism, characterized by independent and similar self; 3) Vertical-Collectivism, characterized by interdependent and different self; and 4) Horizontal-Collectivism, characterized by interdependent and similar self. The sample includes 250 students,3th and 5th graders. A battery of tests including a Sociodemographic Questionnaire, the Italian version of the Scale of Personal Conceptions of Intelligence (Pepi, Faria, & Alesi, 2007) and the Italian version of the Daily Life Situations Questionnaire (Ciochin� & Faria, 2006) were collectively administered during regular school hours.On the whole, results place the Italian students toward the pole of individualism with the representation of intelligence more oriented in entity terms. Moreover differences were found regarding the 4 contexts: School, Peer Group, Family and General Context. In conclusion, the research pointed out the close association between differences in personal beliefs about intelligence, such as the personal conceptions of intelligence, and the cultural dimension of individualism/collectivism.
Highlights
In recent years, there has been a renewed interest in the analysis of the cultural dimension of individualism-collectivism
This study is in continuity with previous research (Pepi, Faria, & Alesi, 2004, 2006, 2007, 2008, 2012) which examined the personal conceptions of intelligence and the cultural dimension of individualism-collectivism in Italian and Portuguese students attending high school and University contexts
This study aims to investigate the relationship between personal conceptions of intelligence and the four dimensions of individualism/collectivism (Vertical-Individualism, Horizontal-Individualism, Vertical-Collectivism and Horizontal-Collectivism) in a sample of Italian adolescents attending high school
Summary
There has been a renewed interest in the analysis of the cultural dimension of individualism-collectivism. This study is in continuity with previous research (Pepi, Faria, & Alesi, 2004, 2006, 2007, 2008, 2012) which examined the personal conceptions of intelligence and the cultural dimension of individualism-collectivism in Italian and Portuguese students attending high school and University contexts. Individuals with a static conception perceive intelligence as a gift with which the individual is endowed and cannot change no matter how hard he/she can work. They tend to adopt performance goals to show their abilities and receive positive judgments from the evaluative contexts (Dweck, 1999; Erdley, Cain, Loomis, Dumas-Hines, & Dweck, 1997)
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