Implicit Theories Of Intelligence Research Articles

A Research Review on Critical Roles of Juvenile Justice System Workers’ Motivational Beliefs for Delinquent Youths

소년 사법제도의 주요 목표는 공동체 안전을 확립하고 비행 청소년의 책무성교육과 회복에 있다. 비행청소년들을 위한 중재 및 교육 프로그램을 개발하여 실시하고 있으나 비행청소년들의 참여 동기가 낮은 실정이다. 교육활동에 적극적으 로 참여하도록 비행청소년들의 동기를 부여하는 것이 교정·보호직 근로자의 가장 중요한 역할 중 하나이다. 본 연구는 문헌리뷰를 통해 교정·보호직 근로자가 비행청소년에 대하여 갖는 동기 신념의 중요성을 살펴보는데 목적이 있다. 비행청 소년을 관리하고 교육하는 교정·보호직 근로자가 비행청소년의 변화와 성장에 대하여 어떤 믿음 체계를 갖는지가 매우 중요하다. 따라서 동기신념을 대표하는 두개념(능력의 변화가능성에 대한 암묵적 신념과 능력성장과 능력과시 중 어떤 가 치를 지향하는가를 나타내는 성취목표지향성)을 중심으로 비행청소년을 교육하는 성인의 동기신념이 청소년들의 동기와 성취도에 미치는 영향력을 살펴보았다. 비행청소년들의 능력이 노력을 통해 향상될 수 있으며(능력에 대한 향상신념), 배 움과 성장을 위한 성취목표(숙달목표지향성)를 추구할 수 있도록 돕는 것이 중요하다. 교정·보호직 근로자는 과제를 포기하지 않고 지속하도록 장려하고, 좌절감과 개인적 위험을 최소화하며, 자신감을 향상시킴으로써 청소년들에게 교육 참여 동기를 촉진할 필요가 있다. 비행 청소년은 교정·보호직 근로자와 같은 주변 교육환경이 자신을 어떻게 판단하고 상호작용하는지에 따라 변화와 성장에 대한 동기가 유의미하게 달라진다.The main objective of the Juvenile Justice System is the rehabilitation of juvenile offenders as opposed to punishment. Juvenile Justice System strives to accomplish community safety and youth responsibility by developing and implementing a wide range of correctional treatment programs for delinquent youths. However, delinquent youths tend to show low motivation to participate in correctional treatment and other interventions. Promoting delinquent youths’ motivation to engage in the correctional programs is one of the most important functions of juvenile justice officers. Just like teachers, Juvenile justice officials have a great impact on delinquent youths’ motivation. They are in a position to provide motivational discourse to delinquent youths by encouraging task persistence, minimizing frustration and personal risk, and enhancing confidence. This study reviewed studies on the critical roles of motivational beliefs that juvenile justice officials need to possess for delinquent youths they work with. Particularly, we focused on two motivational beliefs, implicit theory of intelligence (i.e., entity versus incremental belief) and achievement goals (i.e., mastery versus performance goals), for delinquent youths, and discussed their educational implications for delinquent youths’ motivation to participate in treatment programs and education. Juvenile justice system workers’ beliefs about the nature of delinquent youths’ intelligence can be communicated to the youths they work with, which then likely affect youths’ own beliefs about intelligence and motivation.

Extending B. F. Skinner's Selection by Consequences to Personality Change, Implicit Theories of Intelligence, Skill Learning, and Language

In a rooftop office, above a Minneapolis flour mill in 1943, B. F. Skinner discovered “shaping” by training a pigeon to send a small wooden ball down a miniature alley to hit a set of toy pins. Skinner recalled that the day was one of great illumination and emboldened his later suggestions that human behaviors may arise from behavior–environment interactions that are relatively malleable (selectionism) rather than arising from hypothetical inner constructs that are relatively fixed (essentialism). The present article extends selectionism to 4 current topics in psychology (personality change, implicit theories of intelligence, skill learning, and language) and highlights the advantages of selectionism, in contrast to essentialism.

Preschooler’s Cognitive Development in Correlation with Their Parents’ Implicit Theories of Intelligence and Personality

This paper is devoted to cognitive development of preschoolers in correlation with implicit theories of their parents. There are four positive mindsets of intelligence and learning motivation: (1) growth intelligence mindset, (2) growth personality mindset, (3) acceptance of learning goals, (4) positive learning self-esteem. We hypothesized that cognitive and intellectual parameters and self-esteem of preschoolers correlatewith parents’ growth mindsets. The study involved 120 subjects-40 preschoolers in age of 6 ± 0.5 years old (20 boys and 20 girls) and their 80 fathers and mothers. The parents ’ sample consisted of subjects aged from 27 to 54 years average age was 37.9 ± 6.7 years old). To investigate the cognitive differences of preschoolers we used: (1) two subtests of WISC (for examining attention and short-term memory); (2) Method of Verbal Thinking of Kern-Yirasek; (3) Method of Express Diagnostics of Intellectual Abilities (MEDIA) I. S. Averina, E. I. Shabanova and E. N. Zadorina. To explore parents’ mindsets Questionnaire of Implicit Theories of Intelligence and Personality (by C. Dweck, in the adaptation of T.V. Kornilova et al, 2008) was used. It was determined that the indicators of cognitive development and intelligence of girls are more related to parental attitudes than boys. In this case, the closest relationship is observed in the dyad ”father – daughter”. Indicators of attention, short-term memory, understanding of quantitative and qualitative relations, logical thinking are associated with mindsets of growth intelligence and adoption of their fathers’ high learning value. Girls ’mathematical abilities are positively related to fathers’ and negative mothers ’ growth mindsets.
 Keywords: parents’ influence, growth intelligence mindset, growth personality mindset, learning goals, learning self-esteem, cognitive and intellectual development.

Stereotype threat-effects for Turkish-origin migrants in Germany: Taking stock of cumulative research evidence

Turkish-origin migrants on average show lower academic performance than Germans. This achievement gap cannot be fully explained by socio-economic differences between the groups. Negative competence stereotypes about Turkish-origin students predict the causal attributions that German preservice teachers make for migrants’ academic underperformance. Specifically, the more strongly preservice teachers endorse negative competence stereotypes, the more likely they are to attribute academic underperformance of Turkish-origin migrants to the migrants themselves and less to the educational system. Stereotype threat theory posits that the activation of stereotypes in test situations can reduce the performance of members of the negatively stereotyped group. Based on this theory, we propose that negative stereotypes provide a social-psychological explanation for the academic underperformance of Turkish-origin migrants compared to Germans. A series of six experiments conducted within a research project funded by the German Ministry of Education and Research investigated stereotype threat effects for Turkish-origin migrants. Two new moderator variables were identified: implicit theory of intelligence and vertical collectivism. A meta-analysis of the six studies showed a small, non-significant mean effect for stereotype threat main effects, but a significant medium-sized mean effect for moderated stereotype threat effects. Limitations and practical implications of stereotype threat effects in educational settings are discussed.

Shifting the Perfectionistic Mindset: Moving to Mindful Excellence

This article explores some of the common causes and solutions to perfectionism in gifted children. We highlight practical implications from studies examining perfectionism in gifted students, including how implicit theories of intelligence (e.g., mindset) relate to perfectionism. Specific strategies are shared to guide gifted children toward a mindful pursuit of excellence in which they are self-aware of how their thoughts, emotions, and beliefs about ability influence their behaviors in achieving a high standard.

Impact of math self-efficacy, math anxiety, and growth mindset on math and science career interest for middle school students: the gender moderating effect

This study tested a proposed model consisting of mathematics anxiety, mathematics self-efficacy, and implicit theories of intelligence in predicting mathematics and science career interest in middle school students, while controlling for student math level. One hundred fifty-two seventh-grade students in a middle school in the USA participated in the study. Results revealed both similarities and differences on the relation among the intended variables by gender. The path analyses showed that, for boys, mathematics self-efficacy mediated the relation between implicit theories of intelligence and mathematics and science career interest. In addition, student mathematics level exerted a direct impact on mathematics anxiety, growth mindset, and career interest for boys. For girls, mathematics anxiety exerted a direct impact on their career interest. Implications of the results are discussed.

Assessing the Implicit Theory of Willpower for Strenuous Mental Activities Scale: Multigroup, across-gender, and cross-cultural measurement invariance and convergent and divergent validity.

Why do some people struggle with self-control (colloquially called willpower) whereas others are able to sustain it during challenging circumstances? Recent research showed that a person's implicit theories of willpower-whether they think self-control capacity is a limited or nonlimited resource-predict sustained self-control on laboratory tasks and on goal-related outcomes in everyday life. The present research tests the Implicit Theory of Willpower for Strenuous Mental Activities Scale (or ITW-M) Scale for measurement invariance across samples and gender within each culture, and two cultural contexts (the U.S. and Switzerland/Germany). Across a series of multigroup confirmatory factor analyses, we found support for the measurement invariance of the ITW-M scale across samples within and across two cultures, as well as across men and women. Further, the analyses showed expected patterns of convergent (with life-satisfaction and trait-self-control) and discriminant validity (with implicit theory of intelligence). These results provide guidelines for future research and clinical practice using the ITW-M scale for the investigation of latent group differences, for example, between gender or cultures. (PsycINFO Database Record

Implicit Theories and Self-Efficacy in an Introductory Programming Course

Contribution: This study examined student effort and performance in an introductory programming course with respect to student-held implicit theories and self-efficacy. Background: Implicit theories and self-efficacy shed a light into understanding academic success, which must be considered when developing effective learning strategies for programming. Research Questions: Are implicit theories of intelligence and programming, and programming-efficacy related to each other and student success in programming? Is it possible to predict student course performance using a subset of these constructs? Methodology: Two consecutive surveys (N=100 and N=81) were administered to non-CS engineering students in I\c{s}{\i}k University. Findings: Implicit theories and self-beliefs are interrelated and correlated with effort, performance, and previous failures in the course and students explain failure in programming course with "programming-aptitude is fixed" theory, and also that programming is a difficult task for themselves.

Implicit Theories of Intelligence and Academic Achievement: A Meta-Analytic Review.

The current study intended to model the link between implicit theories of intelligence (ITI) and students' academic achievement, within a meta-analytic review procedure. To assess studies' effect size, the Pearson's correlation coefficient (r) was used. The review of 46 studies (94 effect sizes) with 412,022 students presented a low-to-moderate association between the ITI and students' academic achievement. The results indicated that incremental theorists are more likely to have higher grades in specific subjects (verbal and quantitative) and in overall achievement. The entity beliefs were positively associated with students' specific verbal and quantitative domains but at a lower magnitude than incremental beliefs. Moreover, the moderator effect analyses results indicated that the link between ITI and students' achievement was not moderated by gender, but there was a moderate association in student's middle school grade. Additionally, the ITI assessment based on the most recent versions of Dweck's scales, the use of specific academic scales instead of general ITI scales, and the use of the original measures rather than adapted versions strongly moderated the link between ITI and achievement. Moreover, students from Eastern continents (Asia and Oceania) reported a positive association between incremental beliefs and achievement, Europe displayed a positive link between entity beliefs and achievement, whereas North America presented negative correlations between entity perspectives and academic achievement. This meta-analysis updates the current evidence supporting the direct link of ITI and students' academic achievement and acknowledges specific effects that ITI could have in different academic outcomes.

The role of implicit theories, age, and gender in the creative performance of children and adults

Given its importance in current society, understanding the individual differences that might encourage creative productivity should be an important focus for research. In this two-study paper, we suggest that an individual’s beliefs about the malleability of abilities and traits plays an important role in their creative performance. This relationship was examined in both children (Study 1) and adults (Study 2). For Study 1, data was collected from 58 pupils (aged 4–7 years). Participants completed a divergent thinking task, and their implicit theories of intelligence were measured. Results showed that holding an entity theory of intelligence was associated with lower scores on the divergent thinking task. For Study 2, 131 adults participated, completing an online divergent thinking task as well as reporting their implicit theories of creativity. Leading on from the findings of Study 1, endorsing an entity theory of creativity was associated with lower scores on the divergent thinking task. In both studies, the role of age and gender was examined. Results are discussed in relation to a potential avenue for interventions designed to encourage creativity.

Implicit theories of intelligence in STEM education: perspectives through the lens of technology education students

The educational significance of eliciting students’ implicit theories of intelligence is well established with the majority of this work focussing on theories regarding entity and incremental beliefs. However, a second paradigm exists in the prototypical nature of intelligence for which to view implicit theories. This study purports to instigate an investigation into students’ beliefs concerning intellectual behaviours through the lens of prototypical definitions within STEM education. To achieve this, the methodology designed by Sternberg et al. (J Pers Soc Psychol 41(1):37–55, 1981) was adopted with surveys being administered to students of technology education requiring participants to describe characteristics of intelligent behaviour. A factor analytic approach including exploratory factor analysis, confirmatory factor analysis and structural equation modelling was taken in analysing the data to determine the underlying constructs which the participants viewed as critical in their definition of intelligence. The findings of this study illustrate that students of technology education perceive intelligence to be multifaceted, comprising of three factors including social, general and technological competences. Implications for educational practice are discussed relative to these findings. While initially this study focuses on the domain of technology education, a mandate for further work in other disciplines is discussed.

Зарубежные исследования учебной мотивации: XXI век

The article provides an overview of foreign (Western) researches in the field of academic motivation conducted in the United States, Europe and Canada over the past two decades. It presents the main provisions of the twelve most influential theories: Control-value theory of achievement emotions, Achievement goal theory, Attribution theory, Expectancy-value theory, Goal-setting theory, Theory of interest, Need for achievement theory, Possible selves theory, Self-determination theory, Self-efficacy theory, Social belongingness theory, Transformative experience theory, and also the Implicit theories of intelligence. Some of these theories appeared long ago, often more than half a century ago, but were subsequently expanded and/or modified. Some are articulated in recent years. In most theories of great importance is attached to the role of cognitions and cognitive processes in the process of learning, to the role of goal-setting, emotions in general, as well as to the student's identity and his/her relationships with parents, teachers and peers

Implicit theories concerning the intelligence of individuals with Down syndrome.

Studies over the past three decades have shown that learning difficulties are not only determined by neurological disorders, but also by motivational and/or socio-cognitive factors Among these factors, implicit theories of intelligence (also referred to as conceptions, mindsets or beliefs about intelligence) are key elements. The belief that intelligence is fixed (entity theory), as opposed to malleable (incremental theory), is generally associated with negative teaching practices and poorer student outcomes, yet beliefs about the intelligence of individuals with intellectual disabilities have not received much attention. We propose the first study on conceptions of intelligence of persons with intellectual disabilities, here people with Down syndrome. Participants were 55 professionally qualified people working with individuals with intellectual disabilities and 81 adults from the community. We compared what both groups of participants believe about intelligence of typical people and what they believe about the intelligence of individuals with Down syndrome. We also investigated implicit theories of intelligence as predictors of explicit judgments about intelligence and implicit attitudes toward people with Down syndrome. Whatever the work experience in the field of intellectual disability, implicit theories of intelligence were found to be less incremental when considering people with Down syndrome than when considering typical people; and the stronger the belief in entity theory, the more negative (and less positive) the judgments expressed explicitly. Implicit theories of intelligence were also found to be predictors of negative implicit attitude but only in adults from the community. These findings offer prospects for improving practices by people working in the field of intellectual disability. They might interest a wide range of people caring for people with intellectual disabilities, such as teachers, but also other professional caregivers, and other scientists focusing on intellectual disabilities or social cognition.

Viewing through one prism or two? Discriminant validity of implicit theories of intelligence and creativity.

Viewing through one prism or two? Discriminant validity of implicit theories of intelligence and creativity.

Growth mindset is not associated with scholastic aptitude in a large sample of university applicants

Implicit theories of intelligence have been proposed to predict a large number of different outcomes in education. The belief that intelligence is malleable (growth mindset) is supposed to lead to better academic achievement and students' mindset is therefore a potential target for interventions. The present study used a large sample of university applicants (N=5653) taking a scholastic aptitude test to further examine the relationship between mindset and achievement in the academic domain. We found that results in the test were slightly negatively associated with growth mindset (r=−0.03). Mindset showed no relationship with the number of test administrations participants signed up for and it did not predict change in the test results. The results show that the strength of the association between academic achievement and mindset might be weaker than previously thought.

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.

Primary School Students’ Implicit Theories and Their Reading Motivation

Abstract. Parents’ and teachers’ effort feedback is considered to be an important prerequisite for children’s implicit theories of intelligence and their academic self-concepts as well as for their learning and achievement motivation. Therefore, our study examines whether differences in N = 685 primary school students’ implicit theories, their reading self-concepts, and their reading motivation can be predicted by their perceptions of their parents’ and teachers’ effort feedback on reading processes. The results of a structural equation model show that children’s perceptions of their parents’ effort feedback predict their implicit theories, their reading self-concepts, and their reading motivation. The correlation between children’s perceived parental effort feedback and their intrinsic reading motivation is mediated by their implicit theories. Children’s implicit theories and their reading motivation cannot be predicted by their perceptions of their teachers’ effort feedback.

Ruminating on the nature of intelligence: Personality predicts implicit theories and educational persistence

Research in schools has shown that those who hold Incremental Theories of Intelligence (i.e. intelligence can grow and improve) generally outperform those who hold Entity Theories of Intelligence (i.e. intelligence is ‘fixed’ and cannot improve). Recently, there have been attempts to establish a stronger theoretical explanation for individual differences in educational success, by relating the Big Five's Conscientiousness to higher school attainment. In this study, we aimed to demonstrate further relationships between Implicit Theories of Intelligence and a well-known neurologically based theory of personality, namely Reinforcement Sensitivity Theory (RST). A sample of 319 adults completed personality measures of RST, the Big Five and Implicit Theories of Intelligence, as well as a proxy measure for educational persistence (highest academic qualification achieved). The results showed that participants who hold an Incremental (growth) Theory of Intelligence score higher on the RST Behavioural Approach System traits oriented toward future reward and the Big Five's Conscientiousness. Those that hold an Entity (fixed) Theory of Intelligence score higher on RST Behavioural Inhibition System and the Big Five Neuroticism measure. The paper discusses the implications of these relationships and explores the benefits of the simultaneous use of both theoretically underpinned and applied measures of individual differences.

The influence of subject disciplinary studies on students’ implicit theories of intelligence and achievement goals in one Swedish upper-secondary school

ABSTRACTUpper-secondary schooling in Sweden is organised for pupils aged 16–19 in 17 different national study programs. Of these 3 are theoretical programs with mainly academic content. They prepare for further (higher education) studies. The present investigation looks at the influence from these programs on 845 upper-secondary students’ implicit theories of intelligence and achievement goals. These theories have been shown by international research to have significant influence on pupils learning and achievement which is important knowledge for teachers and teacher students. The hypothesis is that exposure to one of the programs, the Natural Science Program, a) increases individual’s beliefs about intelligence as fixed and inherited b) weakens the pupils tendency to choose mastery goals, and c) increase performance approach and the adoption of avoidance goals. This can have negative effects on pupils’ achievement. We have investigated this using 3 × 3 between-subject ANOVA. The investigation showed that beliefs in intelligence as fixed and inherited increased among pupils who spent two or three years at the Natural Science Program and that they also showed a stronger focus on both performance avoidance and performance approach goal orientations compared with other academic program pupils.

A predictive structural model for gifted students' performance: A study based on intelligence and its implicit theories

The current study aimed at identifying to what extent gifted students' academic performance differs in light of their emotional, social, analytical, creative, practical, and implicit intelligence, and to explore which of these are more effective for differentiating students' performance. This study was also an attempt to determine the direct effects of different kinds of intelligence on student performance, and to generate a structural model that could explain the relationship among different kinds of intelligence, students' implicit theories of intelligence, and student performance. The 174 participants were randomly chosen from primary school students who participated in summer enrichment programs. An emotional intelligence scale, a social intelligence scale, the analytical, creative, and practical intelligence tests of the Aurora Battery, an implicit intelligence scale, and performance assessment inventory were administered. A cluster analysis revealed that there were three profiles for students. The structural equation model confirmed that the predictor factors had positive and significant effects on performance. These predictor variables accounted for (68%) of the percent of the variance in performance. Ultimately, the factors affecting student performance were, in order of decreasing magnitude, emotional intelligence, analytical intelligence, practical intelligence, creative intelligence, implicit intelligence, and social intelligence. Furthermore, there were strong effects of implicit theory of intelligence on the different kinds of intelligence.