Self-beliefs among students: Grade level and gender differences in self-esteem, self-efficacy and implicit theories of intelligence

2014 ◽  
Vol 35 ◽  
pp. 1-8 ◽  
Author(s):  
Åge Diseth ◽  
Eivind Meland ◽  
Hans Johan Breidablik
Keyword(s):  
Gender Differences ◽  
Self Efficacy ◽  
Grade Level ◽  
Implicit Theories ◽  
Self Esteem ◽  
Implicit Theories Of Intelligence ◽  
Theories Of Intelligence ◽  
And Gender

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

2018 ◽  
Author(s):  
O Vindeker ◽  
S Pavlova
Keyword(s):  
Cognitive Development ◽  
Short Term Memory ◽  
Implicit Theories ◽  
Parental Attitudes ◽  
Self Esteem ◽  
Learning Goals ◽  
Short Term ◽  
Implicit Theories Of Intelligence ◽  
Term Memory ◽  
Theories Of Intelligence

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.

scholarly journals Conjuring up creativity: the effect of performing magic tricks on divergent thinking

PeerJ ◽  
2021 ◽  
Vol 9 ◽  
pp. e11289
Author(s):  
Richard Wiseman ◽  
Amy Wiles ◽  
Caroline Watt
Keyword(s):  
Divergent Thinking ◽  
Implicit Theories ◽  
Self Esteem ◽  
Psychological Wellbeing ◽  
Future Research ◽  
Implicit Theories Of Intelligence ◽  
Intelligence Scale ◽  
Theories Of Intelligence ◽  
Before And After ◽  
The Impact

Research suggests that learning to perform magic tricks can promote both physical and psychological wellbeing. The current study extended this work by examining the impact of learning magic tricks on divergent thinking. A group of 10- to 11-year-old children completed Guilford’s Alternate Uses Test both before and after participating in either a magic-based, or art-based, activity. As predicted, compared to the art-based activity, the magic-based activity resulted in a significantly greater increase in both AUT Fluency and AUT Originality scores. Rosenberg’s Self-Esteem Scale and Dweck’s Implicit Theories of Intelligence Scale for Children was also completed after each activity, and participants’ self-esteem scores were higher after the art-based activity than the magic-based activity. In an exploratory aspect of the study, the AUT was re-administered to both groups three weeks later, and yielded no significant differences. The practical and theoretical implications of these findings are discussed, along with recommendations for future research.

scholarly journals “Einstein Worked his Socks off”. Conceptions of Intelligence in University Teaching Staff

2020 ◽  
Vol 9 (2) ◽  
pp. 161
Author(s):  
Jose Antonio Matias-Garcia ◽  
Rosario Cubero-Perez
Keyword(s):  
Implicit Theories ◽  
Teaching Experience ◽  
University Teaching ◽  
Teaching Staff ◽  
Structured Interviews ◽  
Implicit Theories Of Intelligence ◽  
University Teachers ◽  
Theories Of Intelligence ◽  
Relevant Variables ◽  
And Gender

There is vast amount of research that links implicit theories of intelligence with several learning-relevant variables in both learners and teachers alike. However, there is a gap in the literature, as there is almost no research done with university teachers.   Furthermore, most scientific research polarizes incremental and fixed views of intelligence in spite of data that show there is heterogeneity in participants’ views.  This study explores the implicit theories of intelligence of university teachers (N = 20), employing a category system for the analysis of semi-structured interviews designed to capture heterogeneity. Participants were asked to express their opinion about several small vignettes regarding intelligence. The number of participants’ explanations related to intelligence and the complexity in their argumentation was considered.  Results show differences in both measures among different fields of knowledge and gender, but not in relation to years of teaching experience. Future implications for research, intervention, and implicit theories measurement are discussed.

RELATIONSHIPS AND DIFFERENCES IN IMPLICITE INTELLIGENCE, PERCEIVED SOCIAL SUPPORT, AND PERCEIVED ACADEMIC SELF-EFFICACY AMONG COMPREHENSIVE SCHOOL STUDENTS

2020 ◽  
Vol 1 ◽  
Author(s):  
Guna Svence
Keyword(s):  
Social Support ◽  
Self Efficacy ◽  
Implicit Theories ◽  
Perceived Social Support ◽  
Implicit Beliefs ◽  
School Students ◽  
Implicit Theories Of Intelligence ◽  
Theories Of Intelligence ◽  
Academic Achievements ◽  
Academic Self Efficacy

The purpose of this study was to explore relationships of implicit intelligence, perceived social support and perceived academic self-efficacy and to identify how these factors influence academic achievements amongst youth, as well as implement adaption of the revised implicit theories of intelligence (self-theory) scale (De Castell & Byrne, 2015) in Latvia. The research was based on implicit intelligence, perceived social support and academical self-efficacy theories. Nowadays, a growing amount of attention is focused on the reasons driving the academic achievements, self-belief and cumulates conversations about the importance of a social support. According to other scientists’ notes, there is a connection between implicit beliefs of intelligence, social support, academic self-efficacy, because all these constructively provide academic achievements. In several researches there are noted differences between boys and girls, therefore it was studied if there is a difference between sexes. 258 respondents participated in the research (N = 258) from two schools in Latvia between ages of 14-18, 134 of which were girls (n = 134) and remaining 124 - boys (n = 124), all completed three surveys - The revised implicit theories of intelligence (self-theory) scale (De Castell & Byrne, 2015); Children’s Perceived Self-Efficacy Scale (Bandura, 2006); Multidimensional scale of perceived social support /MSPSS/ (Zimet, G.D, Dahlem, N.W., Zimet, S.G., & Farley, G.K., 1988). Results showed that between academic achievements and development thinking, academical self-efficacy, perceived social support there is a statically important positive correlation, but negative – with common and fixed belief about the measures of intelligence. A positive connection was found between academic self-efficacy and academic achievements, as well as, from all the studied measures, academical self-efficacy forecasts academical achievements the best of all (3.6%). Differences amongst sexes were also noted. Results confirmed the expected correlation and matches other researches carried out before, which proves that the implicit intelligence, social support and academic self-efficacy are important for the learning achievements and researches on this topic should be carried out in the future, especially on implicit intelligence.  

Assessing Gifted Students’ Beliefs About Intelligence With a Psychometrically Defensible Scale

2016 ◽  
Vol 39 (4) ◽  
pp. 288-314 ◽  
Author(s):  
Sunhee Park ◽  
Carolyn M. Callahan ◽  
Ji Hoon Ryoo
Keyword(s):  
Implicit Theories ◽  
Gifted Students ◽  
Goal Orientations ◽  
Learning Goals ◽  
Implicit Theories Of Intelligence ◽  
Incremental Theory ◽  
Entity Theory ◽  
Theories Of Intelligence ◽  
And Gender ◽  
Item Scale

The psychometric qualities of the six- and eight-item implicit theories of intelligence scales that Dweck suggested were compared using a confirmatory factor analysis with data from 239 gifted students (100 students in Grades 5–7, 139 students in Grades 8–11). The results indicate that the six-item scale fits the data better than the eight-item scale. The factor reliabilities of data from the six-item scale were .853 for the entity theory and .878 for the incremental theory. We found evidence for measurement invariance across age and gender using measurement and structural invariance tests. Using the scale to investigate the beliefs about intelligence of gifted students and the association between their beliefs about intelligence and goal orientations, we found that the higher the incremental theory held by gifted students, the higher the learning goals they tend to pursue. Older students had a greater tendency to hold an entity theory than younger students.

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

2017 ◽  
Vol 225 (2) ◽  
pp. 146-156 ◽  
Author(s):  
Ivar Bråten ◽  
Andreas Lien ◽  
John Nietfeld
Keyword(s):  
Implicit Theories ◽  
Male Students ◽  
Task Instruction ◽  
Rational Thinking ◽  
Implicit Theories Of Intelligence ◽  
Entity Theory ◽  
Theories Of Intelligence ◽  
Theory Of Intelligence ◽  
Task Instructions ◽  
Culture Specificity

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.

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