scholarly journals Implicit Theory of Intelligence and Gifted Students

2016 ◽  
Author(s):  
Sunhee Park
Keyword(s):  
Gifted Students ◽  
Implicit Theory ◽  
Theory Of Intelligence ◽  
Implicit Theory Of Intelligence

Conceptual Issues and Assessment of Implicit Theories

2017 ◽  
Vol 225 (2) ◽  
pp. 99-106 ◽  
Author(s):  
Marko Lüftenegger ◽  
Jason A. Chen
Keyword(s):  
Virtual Environments ◽  
Implicit Theories ◽  
The State ◽  
Implicit Theory ◽  
Implicit Association ◽  
Incremental Theory ◽  
Entity Theory ◽  
Theory Of Intelligence ◽  
Implicit Theory Of Intelligence ◽  
State Of Research

Abstract. We reviewed fundamental conceptual issues and the state of research on the definition and assessment of implicit theories. We grappled with the following controversies related to the construct: (a) Are entity theory and incremental theory opposite ends of the same continuum? (b) How can scholars use more sophisticated methodologies to classify individuals into either the entity or incremental theory? (c) Given shifting conceptions of what intelligence is, how can scholars refine the implicit theory of intelligence construct? Given these conceptual issues, we then addressed practical issues related to the assessment of implicit theories. We point to the need for more sophisticated methods such as implicit association tests and the use of virtual environments as more “stealthy” ways to assess the construct.

scholarly journals Believe-in counterfactual thinking and psychological capital

2021 ◽  
Vol 15 ◽  
pp. 183449092110526
Author(s):  
Chunhua Wang ◽  
Lei Wang
Keyword(s):  
Time Perspective ◽  
Psychological Capital ◽  
Counterfactual Thinking ◽  
Developmental State ◽  
Implicit Theory ◽  
Control Group ◽  
Theory Of Intelligence ◽  
Positive Effects ◽  
Implicit Theory Of Intelligence ◽  
Experimental Group

Counterfactual thinking puts a negative reality and better or worse alternative outcomes in the mind simultaneously. The implicit theory of intelligence considers whether individuals believe that intelligence can be promoted by effort or not. Previous studies suggest that counterfactual thinking interacting with the implicit theory of intelligence would evoke a belief in an attainable future or a belief that a certain future could one day be reality, thereby producing positive effects. Three studies examined the hypothesis that belief in an attainable future through counterfactual thinking would predict psychological capital, which is a positive developmental state of individuals. In Study 1 ( N = 62), belief in an attainable future was operationalized by introducing the implicit theory of intelligence and counterfactual thinking. Incremental theorists had higher psychological capital when engaged in counterfactual thinking than controls. In Study 2 ( N = 71), belief in an attainable future was operationalized by introducing the likelihood of the antecedents and of the outcomes, which were conceptualized as how people believe in their counterfactual thinking. Belief in an attainable future predicted psychological capital even after controlling for the influence of future time perspective and present-fatalistic time perspective, two concepts that depict how individuals process time-related information. In Study 3 ( N = 76), we conducted an intervention study. Participants in the experimental group were directed to construct attainable counterfactual thinking for one week. The experimental group had higher psychological capital than the control group. Across three studies, the findings consistently provided primary support for the hypothesis that belief in an attainable future would predict psychological capital.

EFL Learners' Implicit Theory of Intelligence and the Application of MMORPG in EFL Learning

2015 ◽  
Vol 5 (2) ◽  
pp. 58-71 ◽  
Author(s):  
Liwei Hsu
Keyword(s):  
Growth Model ◽  
Undergraduate Students ◽  
Second Life ◽  
Implicit Theory ◽  
Efl Learners ◽  
Theory Of Intelligence ◽  
Positive Effects ◽  
Implicit Theory Of Intelligence ◽  
Multilevel Growth Model ◽  
Efl Learning

The present study aims to describe the application of Second Life (SL) to bring together EFL learners around the world and create a third place of learning. A group of 152 undergraduate students (n = 152) of colleges and universities in southern Taiwan were recruited for this experimental project for a period of two years. Within this two-year course they were investigated on their implicit theory of intelligence toward EFL learning. Among these 152 participants, 53 were randomly selected to be sponsored to take TOEIC four times to measure their English proficiency to establish multilevel growth model. Results of this study reported that SL did create positive effects to EFL learners' developing incremental intelligence which was also significantly correlated to their performance on TOEIC. Multilevel growth model proposed by the present study also examined the extent to which the time individual spent on socializing in English through SL can significantly improve EFL learners' performance on TOEIC.

Sign in / Sign up

Export Citation Format

Share Document