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.

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 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.

scholarly journals Measuring Those Who Have Their Minds Set: An Item-Level Meta-Analysis of the Implicit Theories of Intelligence Scale in Education

2021 ◽  
Author(s):  
Ronny Scherer ◽  
Diego Campos
Keyword(s):  
Factor Structure ◽  
Implicit Theories ◽  
Meta Analysis ◽  
Equation Modeling ◽  
Implicit Theories Of Intelligence ◽  
Intelligence Scale ◽  
Theories Of Intelligence ◽  
Item Level ◽  
K 12 ◽  
Item Item

Fixed and growth mindsets represent implicit theories about the nature of one’s abilities or traits. The existing body of research on academic achievement and the effectiveness of mindset interventions for student learning largely relies on the premise that fixed and growth mindsets are mutually exclusive. This premise has led to the common practice in which measures of one mindset are reversed and then assumed to represent the other mindset. Focusing on K-12 and university students (N = 27328), we tested the validity of this practice via a comprehensive item-level meta-analysis of the Implicit Theories of Intelligence Scale (ITIS). By means of meta-analytic structural equation modeling and network analysis, we examined (a) the ITIS item-item correlations and their heterogeneity across 32 primary studies; (b) the factor structure of the ITIS, including the distinction between fixed and growth mindset; and (c) moderator effects of sample, study, and measurement characteristics. We found positive item-item correlations within the sets of fixed and mindset items, with substantial between-study heterogeneity. The ITIS factor structure comprised two moderately correlated mindset factors (ρ = .63–.65), even after reversing one mindset scale. This structure was moderated by the educational level and origin of the student sample, the assessment mode, and scale modifications. Overall, we argue that fixed and growth mindsets are not mutually exclusive but correlated constructs. We discuss the implications for the assessment of implicit theories of intelligence in education.

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.

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.  

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.

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