Optimism Shapes Mindset

2019 ◽  
Vol 8 (2) ◽  
pp. 21-56
Author(s):  
William R. Dardick ◽  
Elizabeth D. Tuckwillber
Keyword(s):  
Structural Equation ◽  
Structural Equation Models ◽  
Implicit Theories ◽  
Structural Phase ◽  
Quality Measurement ◽  
Measurement Model ◽  
Growth Mindset ◽  
Implicit Theories Of Intelligence ◽  
Theories Of Intelligence ◽  
Analysis Models

The present study investigated our hypothesis of an underlying relationship between optimism/pessimism and implicit theories of intelligence. We investigated the psychometric properties of optimism and mindset scales in our sample, compared confirmatory factor analysis models of the scales, examined the full measurement model to confirm quality measurement of the final structural phase of investigation, and finally conducted two competing structural equation models. We found that the direct pathway from optimism to growth mindset was significant, and the pathway from pessimism to fixed mindset was also significant. However, there were no significant direct effects of optimism on fixed mindset or pessimism on growth mindset. Measurement, research, and practice implications are discussed.

At-Risk Students and the Role of Implicit Theories of Intelligence in Educational Professionals’ Actions

2017 ◽  
Vol 16 (2) ◽  
pp. 193-204
Author(s):  
Marlous Tiekstra ◽  
Alexander Minnaert
Keyword(s):  
At Risk ◽  
Structural Equation ◽  
Implicit Theories ◽  
At Risk Students ◽  
Educational Practice ◽  
Equation Modeling ◽  
Implicit Theories Of Intelligence ◽  
Mediation Effects ◽  
Theories Of Intelligence ◽  
Educational Professionals

Implicit theories of intelligence play a role in teacher’s actions. Adaptive instruction in and out of the classroom is important to optimize learning processes, especially in the case of at-risk students. This study explored to what extent implicit theories of intelligence play a role in the actions of educational professionals around at-risk students. Forty-four teachers and 57 support professionals participated in this research. Data were analyzed separately for teachers and support professionals. Thirty-four percent of the actions of the teacher can be explained by implicit theories. However, in denominational schools this is 61%. Structural equation modeling showed mediation effects of multiple belief factors in the actions of support professionals. Implicit theory of intelligence predicts the belief in IQ testing, which precedes the belief in consequential validity of tests (i.e., link to actions according to test outcomes). These results indicate a strong influence of implicit theories of intelligence in educational practice.

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.

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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