Abstract
Two studies investigated change in computer science (CS) students’ implicit intelligence beliefs. Across both studies, we found that the strength of incremental and entity beliefs changed across time. In Study 1, we found that incremental beliefs decreased and entity beliefs increased across the semester. Change in implicit intelligence beliefs was similar for students taking introductory and upper-division courses. In Study 2, growth curve analysis revealed a small linear change in incremental beliefs across time but no change in entity beliefs—these trends were similar for students enrolled in introductory and upper-division CS courses. Across both studies, change in implicit intelligence beliefs was not associated with academic achievement in CS. Findings provide preliminary evidence that shifts in implicit intelligence beliefs occur as students progress through the CS curriculum. Finally, findings support that mindset interventions may be more effective if delivered at the beginning of the semester before shifts in beliefs occur.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
