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

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.

Metacognitive Competences and Implicit Theories of Intelligence in Relation with School Achievement

This study aims to explore the relation between metacognitive competences, implicit theories of intelligence and school achievement among lower secondary students. The group of participants included 120 students from Iași County, with different socio-economic backgrounds. Participants completed two measures, Metacognitive Awareness Inventory (Schraw & Dennison, 1994) and Implicit Theories of Intelligence Questionnaire (Dweck, 2000). School achievement was defined as annual average grades, and family socio-economic background was self-reported. Students from socio-economic disadvantaged families scored lower for metacognitive competence, and self-reported fixed mindset beliefs, in contrast with students with favourable socio-economic family background. Therewith, metacognitive competences and implicit theories of intelligence are significant predictors of school achievement.

Conjuring up creativity: the effect of performing magic tricks on divergent thinking

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.

Implicit Theories of Intelligence and Achievement Goals: A Look at Students’ Intrinsic Motivation and Achievement in Mathematics

The present research seeks to utilize Implicit Theories of Intelligence (mindsets) and Achievement Goal Theory to understand students’ intrinsic motivation and academic performance in mathematics in Singapore. 1,201 lower-progress stream students (596 males, 580 females, 25 missing data), ages ranged from 13 to 17 years (M = 14.68 years old, SD = 0.57), from 17 secondary schools in Singapore took part in the study. Using structural equation modeling, results confirmed hypotheses that incremental mindset predicted mastery-approach goals and, in turn, predicted intrinsic motivation and mathematics performance. Entity mindset predicted performance-approach and performance-avoidance goals. Performance-approach goal was positively linked to intrinsic motivation and mathematics performance; performance-avoidance goal, however, negatively predicted intrinsic motivation and mathematics performance. The model accounted for 35.9% of variance in intrinsic motivation and 13.8% in mathematics performance. These findings suggest that intrinsic motivation toward mathematics and achievement scores might be enhanced through interventions that focus on incremental mindset and mastery-approach goal. In addition, performance-approach goal may enhance intrinsic motivation and achievement as well, but to a lesser extent. Finally, the study adds to the literature done in the Asian context and lends support to the contention that culture may affect students’ mindsets and adoption of achievement goals, and their associated impact on motivation and achievement outcomes.

Mindset dan task value: Dapatkah memprediksi kinerja siswa Sekolah Dasar (SD) pada bidang matematika?

The mathematical ability of Indonesian students is still lacking, especially when working on problems that require reasoning. Task value (which consists of intrinsic and attainment/utility values) and growth mindset were considered as factors that can influence student performance in performing complex tasks such as mathematics. A hypothesis formulated based on the purpose of this study as there is an effect of intrinsic value, attainment/utility value, and mindset on elementary student performance in mathematics. The variables in this study were measured by: 1) Subjective Task Value scale (? intrinsic value = 0.87; ? attainment / utility value = 0.79); 2) Implicit Theories of Intelligence scale for mindset (? = 0.84), and 3) mathematical tests (? = 0.84). The subjects of this study were 371 5th grade students in five schools in Jakarta selected by convenience sampling technique. Data processed with Multiple Regression techniques using IBM SPSS 22 for Windows. The analysis showed that the mindset had a greater role than the intrinsic value in predicting mathematical abilities. Also, the attainment/utility value did not significantly predict the performance of 5th-grade students.Keywords: Elementary School Students; Mathematics; Mindset; Task Value. AbstrakTingkat kemampuan matematika para siswa Indonesia pada umumnya masih tergolong kurang, terutama saat mengerjakan soal yang membutuhkan penalaran. Task value (yang terdiri dari intrinsic dan attainment/utility value) dan growth mindset dipertimbangkan sebagai faktor-faktor yang dapat memengaruhi kinerja siswa dalam mengerjakan tugas rumit seperti matematika. Tujuan penelitian ini dituangkan dalam suatu hipotesis yaitu terdapat pengaruh skor intrinsic value, attainment/utility value, dan mindset terhadap kinerja siswa SD dalam matematika. Variabel-variabel dalam penelitian ini diukur dengan: 1) skala Subjective Task Value (? intrinsic value = 0,87; ? attainment/utility value = 0,79); 2) skala Implicit Theories of Intelligence untuk mindset (?=0,84), dan 3) tes matematika (?=0,72). Subjek penelitian ini adalah 371 siswa kelas 5 SD pada lima sekolah di Jakarta yang dipilih dengan teknik convenience sampling. Data diolah dengan teknik Multiple Regression menggunakan IBM SPSS 22 for Windows. Hasil analisis menunjukkan bahwa mindset memiliki peranan yang lebih besar daripada intrinsic value dalam memprediksi kemampuan matematika. Selain itu, attainment/utility value tidak secara signifikan memprediksi kinerja siswa kelas 5 SD. Kata kunci: Matematika; Mindset; Siswa SD; Task Value.

“Einstein Worked his Socks off”. Conceptions of Intelligence in University Teaching Staff

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.

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

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.