ANALYSIS OF PRE-SERVICE TEACHERS' COGNITIVE PROFILES

2019 ◽  
Vol 2 ◽  
pp. 629
Author(s):  
Zlatica Jursová Zacharová ◽  
Miroslava Lemešová ◽  
Lenka Sokolová
Keyword(s):  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Implicit Theories ◽  
Higher Order Thinking ◽  
Intelligence Test ◽  
Cognitive Profiles ◽  
Cognitive Reflection Test ◽  
Implicit Theories Of Intelligence ◽  
Theories Of Intelligence ◽  
Cognitive Reflection

In recent years there has been increased attention to the problem of teachers' competences. The need for developing critical thinking in schools turns the focus also on the teachers' cognitive skills including not only intelligence but also cognitive reflection and implicit theories of intelligence. This study aimed to analyse pre-service teachers' (N = 344) cognitive profiles covering data from cognitive reflection test (CRT), implicit theories of intelligence test and Mannheim intelligence test (MIT, measuring verbal, numerical and spatial abilities). Significant correlations were found between cognitive reflection and other cognitive abilities. However, the implicit theories of intelligence seemed to be independent of cognitive abilities. Significant differences between senior and junior pre-service teachers were found in cognitive reflection and two MIT items. Based on the presented results, we discuss the assessment of pre-service teachers’ competences and the development of critical and higher order thinking in pre-gradual teacher education. 

scholarly journals Anchoring and Overconfidence: The Influence of Culture and Cognitive Abilities

2017 ◽  
Vol 53 (3) ◽  
pp. 48-66 ◽  
Author(s):  
Monika Czerwonka
Keyword(s):  
Behavioral Finance ◽  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Behavioral Effects ◽  
Cognitive Reflection Test ◽  
Anchoring Effect ◽  
Cognitive Reflection ◽  
Two Samples ◽  
Potential Factor ◽  
Research Gap

AbstractAnchoring and overconfidence are some of the best-known biases in psychology and behavioral finance literature. While a number of studies have investigated the evidence of these biases and explored the motives and human factors that contribute to the one’s susceptibility to the effects, little is known about the cultural factors behind these heuristic biases. This paper aims to fill the research gap and shows the differences in proneness to the anchoring effect and overconfidence in two samples of students from Poland and India. The purpose of the study is twofold: to analyze susceptibility to behavioral effects relative to cultural background; and to consider the subjects’ cognitive abilities as a potential factor in their exposure to behavioral biases and confirm that subjects with higher cognitive skills, measured by the cognitive reflection test (CRT) display less susceptibility to the above heuristic biases.

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.

scholarly journals Teachers' implicit beliefs about (mathematical) intelligence

2020 ◽  
Vol 69 (2) ◽  
pp. 151-170
Author(s):  
Luna Radević ◽  
Ivona Jerković ◽  
Ilija Milovanović
Keyword(s):  
Secondary School ◽  
Implicit Theories ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Implicit Theories Of Intelligence ◽  
Intelligence Scale ◽  
Incremental Theory ◽  
Entity Theory ◽  
Theories Of Intelligence ◽  
Primary And Secondary School

Implicit theories of intelligence are individual beliefs about the nature of intelligence, which are used on a daily basis as part of self-assessment and assessment of others, and are a significant factor shaping attitudes and behaviors. Research to date suggests that teachers can influence their students' beliefs about intelligence, which in turn affect motivation and achievement. According to Dweck's model, implicit theories of intelligence are a bipolar construct, with two theories at its extremes - the entity theory, which stresses the immutability of intelligence, and the incremental theory, which holds that intelligence can be improved through training and learning. Recent research, however, indicates that these two theories represent distinct, uncorrelated dimensions. The aim of this study was to carry out a psychometric evaluation of the Implicit Theories of Intelligence Scale (ITIS) and the Mathematics-Oriented Implicit Theory of Intelligence Scale (MOITIS). 228 primary and secondary school teachers in Serbia (87.7% female; average age 42.79 years) took part in the study. The results of factor analysis suggest the existence of two factors on both scales: incremental theory and entity theory. Further analysis showed that both factors of the ITIS and MOITIS scales have satisfactory psychometric properties. Significant differences were detected between primary and secondary school teachers on the ITIS scale. More specifically, among teachers of science subjects, mathematics and medical subjects the attitude that intelligence is a fixed trait is more pronounced than among teachers of the arts, humanities and social sciences.

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