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

2016 ◽  
Author(s):  
Štěpán Bahník ◽  
Marek Vranka
Keyword(s):  
Academic Achievement ◽  
Implicit Theories ◽  
Growth Mindset ◽  
Scholastic Aptitude Test ◽  
Aptitude Test ◽  
Implicit Theories Of Intelligence ◽  
Large Sample ◽  
Theories Of Intelligence ◽  
Scholastic Aptitude ◽  
The Relationship

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 = 5,653) taking a scholastic aptitude test to further examine the relationship between mindset and academic achievement. We found that results in the test were slightly negatively associated with growth mindset (r = -.03). Mindset showed no relationship with the number of test administrations participants signed up for and it did not predict results in a later administration of the scholastic aptitude test. The results show that the strength of the association between academic achievement and mindset might be weaker than previously thought.

scholarly journals IMPLICIT THEORIES OF INTELLIGENCE AND ACADEMIC ACHIEVEMENT: REVIEW OF TWO STUDIES IN LATVIA

2020 ◽  
Vol 14 (1) ◽  
pp. 7-17
Author(s):  
Iveta Ādamsone ◽  
Nataļja Gudakovska ◽  
Guna Svence
Keyword(s):  
Academic Achievement ◽  
Implicit Theories ◽  
Growth Mindset ◽  
Baltic States ◽  
Implicit Theories Of Intelligence ◽  
Intelligence Scale ◽  
Theories Of Intelligence ◽  
12Th Grade ◽  
The Baltic ◽  
Academic Self Efficacy

Growth mindset has become popular in the field of psychology and education all around the world. In the Baltic States this concept is relatively new. This research compiles results of two different studies that, for the first time in the Baltic States, analyse the concept of “implicit theories of intelligence” (ITI) and its factors – growth and fixed mindset, and investigate the relations between ITI and academic achievement of students. Data of two different samples of secondary school adolescents is used. Sample 1 consisted of students (N1=258) aged between 14 and 18, 134 females (M=15.13; SD=1.29) and 124 males (M=15.40; SD=1.20) studying in 7th-12th grade in two Latvian schools. Sample 2 consisted of students (N2=165), 80 females and 85 males, aged between 15 and 19 (M=16.75; SD=.90) studying in 10th-12th grade in five Latvian schools. Measures: The Revised Implicit Theories of Intelligence Scale, The Implicit Theories of Intelligence Scale for Children, and The College Academic Self-Efficacy Scale. The results of the study in Sample 1 (N1=258) showed significant positive relations between growth mindset and academic achievement, and gender specific difference in views of intelligence. The results of the study in Sample 2 (N2=165) identified positive relations between ITI and students’ achievement in Mathematics. The regression analysis (N2=165) showed that ITI predict academic achievement in Mathematics at a significant level. The findings suggest discrepancies with the previous studies. The construct needs to be explored further. Keywords: academic self-efficacy, academic achievement, gender differences, growth and fixed mindset, intelligence theories, school students.

Preliminary Report on the Validity of the Scholastic Aptitude Test in Iran

1978 ◽  
Vol 43 (1) ◽  
pp. 99-102
Author(s):  
A. A. Hosseini
Keyword(s):  
Grade Point Average ◽  
Test Scores ◽  
Scholastic Aptitude Test ◽  
Ministry Of Education ◽  
Aptitude Test ◽  
Grade Point ◽  
Scholastic Aptitude ◽  
National Examinations ◽  
Twelfth Grade ◽  
The Relationship

This study investigated the relationship between the Scholastic Aptitude Test scores of the National Organization for Education Evaluation of the Iranian Ministry of Sciences and Higher Education and the grade point average (GPA) of the twelfth grade National Examinations of the Iranian Ministry of Education. The test scores of 1170 freshmen correlated significantly with the GPA of the twelfth grade National Examinations. Some evidence for the construct validity of the test is cited.

Prediction of Success in College Calculus: Personality, Scholastic Aptitude Test, and Screening Scores

1995 ◽  
Vol 77 (3_suppl) ◽  
pp. 1360-1362 ◽  
Author(s):  
Michael F. Shaughnessy ◽  
Kris Spray ◽  
Jack Moore ◽  
Carole Siegel
Keyword(s):  
Test Scores ◽  
Screening Test ◽  
Scholastic Aptitude Test ◽  
Aptitude Test ◽  
Scholastic Aptitude ◽  
College Calculus ◽  
The Relationship

This study explored the relationship between Scholastic Aptitude Test scores, personality scores as measured by the 16 PF, Fifth Edition, and screening test scores of 87 students to predict success in college calculus. The results are discussed and implications reviewed.

scholarly journals Culture and Intelligence

2014 ◽  
Vol 2 (1) ◽  
Author(s):  
Shabnam
Keyword(s):  
Cultural Context ◽  
Implicit Theories ◽  
Implicit Theories Of Intelligence ◽  
Theories Of Intelligence ◽  
Successful Intelligence ◽  
Different Cultures ◽  
The Relationship

This paper discusses the relationship between culture and intelligence. This paper mainly describes that intelligence cannot fully or even meaningfully be understood outside its cultural context. Behavior that is considered intelligent in one culture may be considered unintelligent in another culture, and so on. Moreover, people in different cultures have different implicit theories of intelligence, so may not even mean the same thing by the word. The relationships between different aspects of intelligence can vary across cultures, with correlations that are positive in one setting proving to be negative in another. The paper opens with a general discussion of issues regarding the relationship between the two concepts. It then describes the theory of successful intelligence, which also supports interface between culture and intelligence.

scholarly journals General and domain-specific grit both show a negative association with scholastic aptitude in a large sample of university applicants

2016 ◽  
Author(s):  
Štěpán Bahník ◽  
Marek Vranka
Keyword(s):  
Predictive Ability ◽  
Negative Association ◽  
Scholastic Aptitude Test ◽  
Aptitude Test ◽  
Specific Domain ◽  
Large Sample ◽  
Domain Specific ◽  
Scholastic Aptitude ◽  
University Admission ◽  
Future Success

Grit has been recently proposed as an important factor influencing who will succeed in various domains. It might therefore be used for predicting future success and as a target of interventions aiming to improve achievement. The present study examined domain-specificity of grit and the association between grit and results in a scholastic aptitude test in a large sample of university applicants (N = 2,971). Grit showed small-to-moderate negative association with the results in the scholastic aptitude test. This negative association did not differ largely between general grit and grit measured in relation to studying and hobbies. The study shows that high grit does not by itself predict success in a standardized university admission test. Furthermore, focusing grit on a specific domain of interest does not improve its predictive ability.

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