Intelligence Beliefs Predict Spatial Performance in Virtual Environments and Graphical Creativity Performance

Although intelligence beliefs have been applied to explain the influence of cognition, behavior, and creativity, the research on creativity is still limited. Therefore, in order to effectively expand the understanding of the influence of intelligence beliefs on the creative performance of learners’ graphics, the implicit theories of intelligence were exploited as the basis of this study. Three hypothetical pathways were proposed to be explored, and a research model was validated. First- and second-year students from a technical high school in New Taipei City were invited to participate. There were 273 valid data (88.9% of complete data). Reliability and validity analyses were performed, as well as overall model fit analysis and research model validation, and descriptive statistical analysis of the learners’ performance in applying the operational virtual reality (VR). The results of this study showed that: (1) Incremental beliefs of aesthetic intelligence had a positive effect on spatial performance; (2) entity belief of spatial intelligence (EBSI) had a negative effect on spatial performance; and (3) spatial performance had a positive effect on graphical design performance. From the results, it is clear that design teachers can assess students’ implicit beliefs in the early stages of teaching to actively promote better spatial performance when students show high levels of entity beliefs.

Exploring Factors Predicting Undergraduate Healthcare Students’ Use of Learning Strategies

<p style="text-align: justify;">The present study aimed to investigate the relationship between students’ academic motivation, implicit beliefs about intelligence and learning strategies among undergraduate healthcare students. First-year students of healthcare degree courses from a university in Southern Italy were surveyed. The study measured psychological constructs by means of Academic Motivation Scale, Motivated Strategies for Learning Questionnaire, and Dweck’s implicit questions about beliefs of intelligence. Two regression models were computed to assess the association between students’ beliefs about intelligence, motivations for studying, and learning strategies. In the first regression model, predicting students’ use of cognitive strategies from implicit intelligence beliefs and motivations for studying, stronger autonomous motivations were significant predictors of cognitive strategies. The second regression model, predicting students’ use of metacognitive strategies from implicit intelligence beliefs and motivations for studying, was not significant. These findings can be useful to plan tailored educational interventions to promote students’ motivation, incremental beliefs about intelligence and their use of learning strategies positively related with academic performance.</p>

The Relationship Between Language Mindsets and Feedback Preferences in L2 Writings of EFL Learners

The present study intended to investigate intermediate Iranian EFL learners’ language mindsets and examine the possible relationships between language mindsets and feedback preferences in L2 writing. To achieve these aims, 150 EFL volunteer learners were recruited from several language institutes in Isfahan, Iran, and their language proficiency level was determined through a proficiency test. The learners were then given the Language Mindsets Questionnaire and the Feedback Preferences Scale to fill out. Frequency counts, mean scores, one-sample t-tests, and SEM in Smart PLS were employed to analyze the collected data. The results of the study indicated that for the three subcomponents of the mindsets questionnaire (i.e., general language intelligence beliefs, second language aptitude beliefs, and age sensitivity beliefs about language learning), the learners did not agree (though not significantly) with the entity items, while they expressed significant agreement with the incremental items. The SEM results also revealed that the model (examining the relationship between entity/incremental mindsets and feedback preferences) indicated that entity mindsets were a significant predictor of feedback preferences, yet the incremental mindsets failed to do so. Among the feedback types, EFL learners’ preferences, in a deductive order, were found to be for commentary and conferencing significantly, and then for peer correction, prompts, self-correction to a non-significant extent. The significance of the obtained results are presented and the implications of the study are enumerated.

Individual beliefs about emotion and perceptions of belief stability are associated with emotion dysregulation, interpersonal emotional attributes and psychological flexibility

The beliefs people hold about emotion are clearly relevant for emotional processes, although the social psychological research on malleability or “lay” beliefs about emotion are rarely integrated with the clinical research on emotional schemas. In the current study, we examine a variety of beliefs about emotion (e.g., beliefs that emotions can be changed, beliefs that negative emotions are bad, beliefs that emotions should not be expressed, beliefs that emotions control behavior, beliefs that emotions last “forever”) along with other emotion belief measures and measures of psychopathology (general psychological distress, borderline personality), emotion dysregulation, interpersonal emotional attributions (emotional expressivity, interpersonal emotion regulation) and psychological flexibility (mindfulness, emotional intelligence). In a combined sample of undergraduates (n = 162) and adults from Mechanical Turk (n = 197), we found that beliefs about the longevity and uniqueness of emotions were unique predictors of psychopathology, even after controlling for age and gender. We also found that after controlling for symptoms of psychopathology, beliefs about longevity and that negative emotions are bad predicted greater emotion dysregulation and lower mindfulness. Beliefs that emotions should be kept to the self and a preference of logic over emotion predicted less emotional expressivity, interpersonal emotion regulation, and emotional intelligence. Beliefs that emotions control behavior also predicted lower mindfulness. Finally, when asked whether they think their beliefs change during strong emotions, people who said their beliefs change (about two-thirds of the sample) reported higher symptoms of psychopathology, higher emotion dysregulation, higher use of interpersonal regulation strategies and lower mindfulness.