Teachers' Implicit “Theories” of Children's Intelligence

1991 ◽  
Vol 69 (3_suppl) ◽  
pp. 1195-1201
Author(s):  
Jeanne Murrone ◽  
Malcolm D. Gynther
Keyword(s):  
Student Teachers ◽  
Implicit Theories ◽  
Teaching Experience ◽  
Academic Skills ◽  
Years Of Experience ◽  
Implicit Theories Of Intelligence ◽  
Theories Of Intelligence ◽  
Clear Cut ◽  
Years Of Teaching Experience ◽  
Interpersonal Competencies

Information about teachers' implicit notions of children's intelligence was obtained by having 50 student-teachers and 79 teachers with 1 to 4 years of experience rate 150 descriptors on applicability to an hypothetical child described as above average, average, or below average in intellectual functioning. Each teacher-subject was classified by dogmatism score and by years of teaching experience. A factor analysis disclosed that Academic Skills and Interpersonal Competencies summarize the implicit notions. Analysis of variance showed that all levels of hypothesized intelligence only affected teachers' expectations of academic skills and that the effect of intelligence was dependent upon the teachers' dogmatism. There were no clear-cut findings associated with years of experience. Results supported previous observations that people have implicit “theories” of intelligence; however, the specific composition of their ideas varies according to the context within which the rater and the person observed are placed.

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.

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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