Entity Theory Of Intelligence Research Articles

Do not despise failures: students’ failure mindset, perception of parents’ failure mindset, and implicit theory of intelligence

This study was the first to investigate the prospective effects of failure mindsets on implicit theories of intelligence (ITI), whose profound effects on learning, motivation, and academic achievement have found increasing support. Participants were 240 Chinese university students (180 females, Mage = 19.13) who completed a baseline and a 1-year follow-up survey. The cross-lagged panel model supported the study’s hypothesis that students’ perception of their parents’ view of failure as debilitating at baseline predicted their own failure-is-debilitating mindset and entity theory of intelligence at follow-up. However, students’ failure-is-debilitating mindset at baseline did not predict their entity theory of intelligence at follow-up. A reciprocal relationship was found between students’ perception of their parents’ failure-is-debilitating mindset and their entity theory of intelligence. We recommend programs be implemented to educate parents of the value of failure and how their conveying positive views of failure can be constructive to students’ trajectory of learning and intellectual growth.

Factors related to Taiwanese adolescents’ academic engagement and achievement goal orientations

The present study examined the relationships of Taiwanese eighth graders’ perceived autonomy support from teachers, parental psychological control, implicit theories of intelligence, and achievement goal orientations to their agentic, behavioral, emotional, and cognitive engagement in schoolwork. Also, the current research explored the determining factors of Taiwanese adolescents’ achievement goal orientations. Four hundred and two eighth-grade Taiwanese students completed a self-reported survey assessing the variables described above. Results of hierarchical regression analyses indicated that autonomy support from teachers along with incremental theory of intelligence positively predicted all the four components of academic engagement. Each aspect of academic engagement was associated with different achievement goal orientations. Additionally, results of this study suggested that teachers’ autonomy support versus parental psychological control as well as students’ incremental versus entity theories of intelligence all positively predicted mastery-avoidance, performance-approach, and performance-avoidance goal orientations. Implications for educational practices and future research are discussed.

Patterns of motivation and communication in learning environments: a latent profile analysis

This study identified the patterns of motivation (i.e., the motivation profiles) that reflect the interrelationships among expectancies of success, utility value beliefs, and perceptions of cost pertaining to an important school domain, namely mathematics. In addition, this research investigated similarities/differences among these profiles with regard to a set of eight motivation and communication factors that play key roles in learning environments: the motive to avoid failure, competitiveness, entity theory of intelligence, prevention orientation, general and school-related communicative self-efficacy, satisfaction in communicating with the mathematics teacher, and communication apprehension. To examine these aspects, data were collected from 463 secondary school students. Latent profile analyses were conducted to identify the motivation profiles. The results indicate that four motivation profiles provided a parsimonious representation of students’ patterns of expectancies of success, utility value, and cost related to mathematics. In addition, significant differences among profiles were found for the majority of the factors.

Talking about Good and Bad Learners: Linguistic Dimension of Implicit Theories of Intelligence

Introduction. Implicit theories of intelligence are lay beliefs about whether intelligence is either fixed (entity theory) or changeable (incremental theory), and are known to be important predictors of learning processes of students in schools. Four studies test the hypothesis that objectifying linguistic practices (i.e., the use of abstract linguistic categories) are associated with belief in the entity theory of intelligence, but not in incremental theory.Method. In each study students were identified as either entity or incremental theorists, and the linguistic features of their written descriptions of good and bad learners were analyzed and compared.Results. In all four studies, students identified as entity theorists use more nouns and adjectives but fewer verbs and contextual references in their descriptions of good and bad learners, exemplifying the objectifying linguistic practice. Students identified as incremental theorists showed the reverse pattern.Discussion and Conclusion. The results suggest a linguistic dimension to implicit theories of intelligence. The results are discussed in terms of possible similar cognitive approaches that underlie both linguistic practices and implicit person theories of intelligence. Implications for how teachers and parents talk about their assessment of students’ learning and achievement are discussed.

Looking for Learning through the Lens of Growth Mindset

Today success is not merely found in one’s natural ability but in the continuous development of those abilities. A mindset is a belief about oneself and one’s basic qualities. According to Dweck, there are two different types of mindsets–fixed and growth. A person who has a fixed mindset (entity theory of intelligence) believes that their qualities such as intelligence, creativity and talent are predetermined and finite, fixed traits. On the other hand, a person with a growth mindset (incremental theory of intelligence) believes that their basic abilities can continue to be developed through hardwork and dedication. This paper focuses on igniting abilities through various growth mindset activities that will enable the secondary school students to realise their abilities and provide an environment that values challenge seeking learning and effort above perfection. It focuses on nurturing natural ability that leads to success.

Examining the Effects of Task Instructions to Induce Implicit Theories of Intelligence on a Rational Thinking Task

Abstract. In two experiments with Norwegian undergraduates and one experiment with US undergraduates, we examined the potential effects of brief task instructions aligned with incremental and entity views of intelligence on students’ performance on a rational thinking task. The research demonstrated that even brief one-shot task instructions that deliver a mindset about intelligence intervention can be powerful enough to affect students’ performance on such a task. This was only true for Norwegian male students, however. Moreover, it was the task instruction aligned with an entity theory of intelligence that positively affected Norwegian male students’ performance on the rational thinking task, with this unanticipated finding speaking to the context- and culture-specificity of implicit theories of intelligence interventions.

A Fixed Mindset Leads to Negative Affect

Abstract. The way individuals think about their intelligence (i.e., implicit theories of intelligence) powerfully shapes learning processes. However, not much is known about how implicit theories of intelligence are associated with subjective well-being. The aim of this study was to investigate the relationship between implicit theories of intelligence and subjective well-being as indexed by life satisfaction, positive affect, and (low levels of) negative affect. Study 1, a cross-sectional study, showed that entity theory of intelligence was negatively associated with life satisfaction and positively associated with negative affect. Study 2, a cross-lagged longitudinal study, showed that implicit theories and certain dimensions of subjective well-being were reciprocally related. Time 1 entity theory positively predicted subsequent negative affect, while Time 1 positive affect was negatively associated with T2 entity theory. Theoretical and practical implications are discussed.

Meritocracy in Education: An Implicit Theory Perspective

This paper tries to look at the relation between intelligence and meritocracy where the concept of intelligence has legitimized the concept of meritocracy. Viewing intelligence as a stable or fixed entity, the concept of intelligence has legitimized the concept of ‘meritocracy’. In the name of merit based society, a large number of intelligence tests are being developed, thus, categorizing and labeling the individuals on fixed traits. The paper tries to give a unique perspective to meritocracy which has largely stood for long on the entity theory of intelligence which says that intelligence is a fixed trait and that it cannot improve through effort. Borrowing the concept of incremental theory from the implicit theory perspective (Dweck and Leggett, 1988) which posits that intelligence is not a stable entity and can improve through effort, this paper contributes a critic to the concept of meritocracy which stands on the construct of intelligence which is superficial and still struggling to reach a consensus on its definition. The paper provides useful insights to the field of education, psychology and sociology.

High-School Teachers' Beliefs about Effort and Their Attitudes toward Struggling and Smart Students in a Confucian Society.

Previous studies conducted in Western societies showed that instructors’ beliefs about intellectual ability affected their attitudes toward students. However, in many East Asian societies influenced by Confucian culture, teachers not only hold beliefs of ability but also two kinds of beliefs about effort: obligation-oriented belief (i.e., believing that effort-making is a student’s role obligation) and improvement-oriented belief (i.e., believing that effort can conquer the limitations of one’s ability). This study aimed to investigate the relationships between teachers’ effort beliefs and their attitudes toward favoritism, praise, and expectations toward struggling and smart students. The participants were 151 Taiwanese high-school teachers. Results of Structure Equation Modeling showed that (1) teachers’ obligation-oriented belief about effort was positively correlated with their favoritism, praise, short-term and long-term expectations of struggling students, but negatively correlated with their favoritism and praise of smart students, (2) teachers’ improvement-orientated belief about effort was negatively correlated with their short-term expectation of smart students and favoritism of struggling students, but positively correlated with their praise of smart students, and (3) the entity theory of intelligence was negatively correlated with favoritism and praise of struggling students, but positively correlated with favoritism of smart students. The theoretical and cultural implications are discussed.

Theories of intelligence and students' daily self-handicapping behaviors

The current study sought to examine the relationship between students' theory of intelligence and daily self-handicapping behaviors. Ninth grade students completed a background survey with an eight-item measure assessing one's theory of intelligence (Dweck, 1999) and global measures of procrastination and self-handicapping. Participants then completed daily surveys for 2weeks in which they reported how much homework they had, perceived school difficulty, time spent studying and in other domains, and how much effort they spent on their homework/studying. Results revealed that the strength of one's entity theory of intelligence was positively associated with self-handicapping and procrastination, replicating past findings. It was also found that entity theories of intelligence were associated with reduced responsiveness to daily school demands when compared to incremental theories. Not only do these results demonstrate an association between theory of intelligence and maladaptive school behaviors, but they show how these behaviors manifest on a daily basis.

화학교육의 목표지향성, 자기효능감, 성취욕구, 지능신념, 자기핸디캡경향 및 학습전략 간의 경로모형 탐색

본 연구는 화학교육의 동기전략에 영향을 끼치는 학습관련 변인들의 인과관계에 대한 최적 모형을 찾고자 한다. 이를 위하여 광주광역시 소재 G와 I 고등학교에서 화학교육에 참여한 487명을 대상으로 하였다. 동기전략에 영향을 주는 학습관련 변인들의 경로모형을 탐색하기 위해, '자기효능감, 성취욕구, 지능신념'이 목표지향성을 매개로 하여 동기전략인 자기핸디캡경향과 학습전략으로 가는 모형을 Model I로 설정했다. 그리고 목표지향성을 근본 동기변인으로 하고 '자기효능감, 성취욕구, 지능신념'을 매개로 하여 '자기핸디캡경향과 학습전략'에 이르는 모형을 Model II로 설정했다. 이들 기본모형들을 기반으로 하여, 목표지향성(숙달목표, 수행접근목표 및 수행회피목표), 자기효능감, 성취욕구, 지능신념, 자기핸디캡경향 및 학습전략 간에 경로모형을 알기위해 통계분석을 통해 단계적으로 살펴보았다. 그 결과 Model I과 Model II 중에서 Model II가 선택되었고, 이 모형의 주요한 통계적 적합도 지수들을 확인하고 분석하면서 경로의 추가 및 삭제를 했고, 5차 수정한 결과, Model II-5의 경로모형이 본 연구의 최적 모형으로 채택되었다. 이 최적 모형을 분석한 결과, <TEX>${\chi}^2$</TEX>의 p값도 0.267를 보임으로써 Model II-5가 측정자료와 아주 잘 일치한 모형임을 알 수 있었다. 본 연구에서는 15개의 경로들이 통계적으로 p <.05에서 유의미하게 학습전략에 영향을 주고 있음을 알 수 있다. This study is to search an optimal model on causal relationships of the motivations to learn and motivation strategy in chemistry education. The participants in this study are consisted of G and I high schools students (487) in Gwangju. They all answered to the questionnaire. Model I is hypothesized to be path model of the mediation between 'self-efficacy, achievement need, and entity theory of intelligence' and 'learning strategy and self-handicapping tendency of motivation strategy' by goal orientation to explore variables of study effecting the motivation strategy. And Model II is hypothesized path model of the mediation between goal orientation and 'learning strategy and self-handicapping tendency' by 'self-efficacy, achievement need, and entity theory' to explore variables of study effecting the motivation strategy. Based on these models, structural equation modeling techniques are used to evaluate for the path model among goal orientation(learning, performance approach, and performance approach goal orientation), self-efficacy, achievement need, entity theory of intelligence, self-handicapping tendency, and learning strategy in chemistry education. As the results, Model II is considered. Goodness-of-fit indexes of this model related modification models are identified and analyzed in phases. And this model is accomplished by correcting the model the fifth time to enhance goodness-of-fit indexes. In this optimal model II-5 (Fig. 3) on causal relationships of the motivations to learn and learning strategy (p<value=0.267), fifteen paths are significant at .05 level statistically (Fig. 3).

Predicting the use of praise among pre-service teachers: The influence of implicit theories of intelligence, social comparison and stereotype acceptance

This investigation concerns feedback praise (person and process praise) and how it relates to implicit theories of intelligence (entity and incremental theories) among pre-service teachers. In the first study 176 pre-service teachers participated, while in the second study 151 of such teachers participated. Two new measures, one of feedback praise and the other of social comparison, were found to be reliable and valid. In the first study, process praise was predicted by the variable incremental theories of intelligence and person praise was predicted by the acceptance of stereotypes. However, these results suffered in the reliability analyses and, even if the models are significant, they should be rejected. The results of the second study are more reliable, with regression analyses showing that person praise can be predicted from the two predictor variables of entity theories of intelligence, and social comparison. Some positive effects of teacher education were found in the second part; for example, the preference for person praise was significantly lower in the last semester than in the first.

Predictors of Medical Students' Beliefs about Intelligence: Affective and Cognitive Factors, Parental Interest, and Home Economic Status

Purpose: To identify predictors of medical students' beliefs about intelligence among affective and cognitive factors, parental interest in children's education, and home economic status(HES). Of the 408 medical students who participated in this study, 398 completed and returned the questionnaires, yielding a total response rate of 97.5%. Methods: Measures of students' beliefs about intelligence, intrinsic value, self-efficacy, test anxiety, cognitive strategies, self-regulation, parental interest in children's education, and HES were obtained. Results: Spearman's correlations indicated that an entity theory of intelligence was negatively related to intrinsic value, self-efficacy, cognitive strategies, self-regulation, parental interest in children's education, and HES, and positively related to test anxiety. An incremental theory of intelligence was positively related to intrinsic value, self-efficacy, cognitive strategies, self-regulation, parental interest in children's education, and HES, and negatively related to test anxiety. Findings of independent t-tests showed that incremental theorists showed higher intrinsic value, self-efficacy, cognitive strategies, self-regulation, parental interest in children's education, and lower test anxiety than entity theorists. A binary logistic regression analysis showed that 72.9% of the medical students in the study were accurately classified as either incremental theorists or entity theorists with respect to intrinsic value, self-efficacy, test anxiety, and cognitive strategies. Conclusion: Medical educators need to be aware that medical students who have incremental beliefs about intelligence have higher intrinsic value, self-efficacy, cognitive strategies, and lower test anxiety than those who have fixed beliefs about intelligence. Perhaps a training program needs to be developed to enhance medical students' conceptions of intelligence based on the findings.

Validité factorielle d’un questionnaire mesurant les théories implicites de l’intelligence (TIDI)

According to several authors, it seems that beliefs about the nature of intelligence have a very powerful impact on behavior in learning situations. These implicit theories of intelligence create a meaning system or conceptual framework that influences the individuals interpretation of school situations. Thus, an entity theory of intelligence is the belief that intelligence is a fixed trait, a personal quality that cannot be changed. Students who subscribe to this theory believe that although people can learn new things, their underlying intelligence remains the same. In contrast, an incremental theory of intelligence is the belief that intelligence is a malleable quality that can increase through efforts. This paper presents the development and the validation of the Implicit Theories Of Intelligence scale (TIDI) for French teenagers. Most of the studies attest the validity of the scales measuring the implicit theories of the intelligence. The instrument used by the authors include 3 items assessing the entity theory. Recently, theoretical debates suggested to measure within a single questionnaire both theories at the same time. Moreover, there is no instrument in French language which measures the implicit theories of the intelligence. Two studies have been conducted. The purpose of the first study was to test the factorial validity and the internal consistency of the scale. The goal of the second study was to test the temporal stability of the instrument. STUDY 1: This study describes the procedures used to create the TIDI, the internal consistency and the factorial validity. This instrument was composed of two subscales of three items assessing incremental theory of the intelligence and entity theory of the intelligence. French teenagers (n=453) aged 11 to 16 years completed the questionnaire during a lecture. Cronbach's alpha was 0.81 for the scale assessing incremental theory and 0.78 for the scale assessing entity theory. Confirmatory factor analysis was conducted using Lisrel. The fit for this model was: chi2 (8)=24.23, p<0.01, GFI=0.98, CFI=0.98, RMSEA=0.067, AGFI=0.95. All indexes of fit improved. An examination of the output indicated that the range of factor loadings of items on their respective scales was 0.66 to 0.82. These statistical analyses reveal that the TIDI shows an excellent internal consistency and a very good validity. STUDY 2: This second study examines the temporal stability of the TIDI. The sample includes 209 French teenagers aged 11 to 16 years who completed the questionnaire and participated at the second administration of the questionnaire, three months later. The stability coefficient for entity theory was 0.74 and for incremental theory was 0.70. These results indicate that the TIDI is stable over time, thus supporting its temporal stability. The overall results presented in these studies confirm the excellent psychometric properties of the TIDI. These studies also attest that a teenager can subscribe in a simultaneous way to both implicit theories of intelligence. Although a theory is dominant, the opposite theory can be available according to the context. From a theoretical point of view, this questionnaire could be used within correlational studies in order to study the correlation between the implicit theories and the psychopathological variables such as anxiety and depression. From a pragmatic point of view, this questionnaire can be used for the treatment of children with learning disabilities.

Self-doubt, attributions, and the perceived implicit theories of others

Four studies explored whether perceived implicit theories (Dweck, Chiu, & Hong, 1995) of others have the potential to engender self-doubt and influence one's self-attributions. Study 1 showed that people are aware of the attributional implications of evaluators' implicit theories. Study 2 showed that people can use social cues to detect evaluators' implicit theories. In Study 3, participants who believed that significant others endorsed an entity theory of intelligence exhibited greater self-doubt and made attributions for their own outcomes that were more stable (for negative events) and global (for negative and positive events). Finally, in Study 4, a manipulation of evaluators' implicit theories interacted with performance expectations to predict self-doubt about an upcoming evaluative situation. Compared to their counterparts with incremental evaluators, participants with entity evaluators reported greater self-doubt when they expected to do poorly and less self-doubt when they expected to do well. Discussion focuses on social influences on self-construal.

Théories implicites de l'intelligence et buts d'accomplissement scolaire

Over the past 25 years, the achievement goals have become an important concept to address achievement motivation in school settings. Achievement goals are defined as the purpose or cognitive-dynamic focus of competence-relevant activity and the goal adopted is posited to influence how individuals interpret and experience achievement settings. According to the trichotomous model, three independent achievement goals are supposed to account for competence-based strivings (a) Mastery goals that focus on the development of competence and task mastery, (b) Performance-approach goals that focus on the attainment of favourable judgements of normative competence, and (c) Performance-avoidance goals that focus on avoiding unfavourable judgements of normative competence. In the past few years, most research conducted using the trichotomous achievement-goal framework has focused on the consequences of pursuing different achievement goals. To date, empirical work conducted in academic settings on modeling possible antecedents of the three types of goals has focused on achievement motives, perceptions of competence. The purpose of the current study was to extend the research in academic settings based on the trichotomous framework by focusing on the antecedents of the three goals such as implicit theories about intelligence. An entity theory of intelligence is the belief that intelligence is a fixed trait, a personal quality that cannot be changed. In contrast, an incremental theory of intelligence is the belief that intelligence is a malleable quality that can increase through efforts. In the present research, we assessed among 695 boys attending five French schools perception of Competence, implicit theories about intelligence in addition to the three achievement goals to identify the profiles underlying each goal type in academic situations. Regression analyses modeling possible predictors of each goal showed that (1) Performance-approach goals were positively associated with perception of Competence, Entity beliefs about intelligence, and negatively associated with Incremental beliefs about intelligence ; and (2) Mastery goals were positively associated with perception of Competence, Incremental beliefs about intelligence. Also, (3) Performance-avoidance goals were positively associated with Entity beliefs about intelligence and negatively associated with Incremental beliefs about intelligence and perception of Competence. In line with the trichotomous framework, perceptions of Competence are presumed to orient the individual toward the possibility of success or the possibility of failure. Adolescents with high perceptions of Competence are oriented toward success and consider academic situation as an attractive activity. Consequently they tend to endorse approach goals like Mastery or Performance approach goals. On the other hand, those with low perceptions of Competence are oriented toward failure and try to avoid this activity. Consequently they tend to endorse Performance-avoidance goals. These results clearly attested to the validity of the trichotomous model in the academic situation.