scholarly journals The role of concern for error in the relationship between implicit intelligence theory and the perceived competency

2020 ◽  
Vol 13 ◽  
Author(s):  
Mariane Doucet ◽  
Thérèse Bouffard ◽  
Carole Vezeau
Keyword(s):  
Mediation Analysis ◽  
Implicit Theories ◽  
Perceived Competence ◽  
Implicit Theories Of Intelligence ◽  
Theories Of Intelligence ◽  
Sense Of Competence ◽  
Intelligence Theory ◽  
Concern Over Mistakes ◽  
The Relationship

Little is known about how implicit theories of intelligence and perceived competence are related. This study examines whether concern over mistakes mediates this relationship. A total of 508 students (255 girls) in grade 4 or 5 completed self-reported surveys for four consecutive years. Each year, the results of the mediation analysis indicate that students who perceive their intelligence as more malleable have a stronger sense of competence (r = .25 to .32, p < .001), while the more concerned they are over mistakes, the lower their perceived competence (r = -.18 to -.26, p < .001). At each time of measurement, the concern over mistakes weakens the relationship between the conception of intelligence and perceived competence, which remains significant and moderate, but the role of concern over mistakes tends to fade over time. Keywords: intelligence theory, mistake preoccupation, perception of competence, mediation analysis, elementary and high school education La relation entre la théorie implicite de l'intelligence et la perception de compétence reste peu connue. Cette étude examine le rôle potentiellement médiateur de la préoccupation envers l'erreur dans cette relation. Les 508 élèves participants (255 filles) de 4e année ou 5e année du primaire au début de l'étude ont répondu aux questionnaires pendant quatre ans consécutifs. Les résultats des analyses de médiation faites tous les ans indiquent que plus les élèves ont une conception dynamique de l’intelligence, plus leur perception de compétence est élevée (r = .25 à .32, p < .001) alors que plus ils sont préoccupés par l’erreur, moins leur perception de compétence est élevée (r = -.18 à -.26, p < .001). À chaque temps de mesure, la préoccupation envers l'erreur diminue significativement le lien entre la conception de l'intelligence et la perception de compétence, mais ce dernier reste significatif et modéré. Mots-clés : théorie de l'intelligence, préoccupation envers l’erreur, perception de compétence, analyse de médiation, enseignement primaire et secondaire

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 Culture and Intelligence

2014 ◽  
Vol 2 (1) ◽  
Author(s):  
Shabnam
Keyword(s):  
Cultural Context ◽  
Implicit Theories ◽  
Implicit Theories Of Intelligence ◽  
Theories Of Intelligence ◽  
Successful Intelligence ◽  
Different Cultures ◽  
The Relationship

This paper discusses the relationship between culture and intelligence. This paper mainly describes that intelligence cannot fully or even meaningfully be understood outside its cultural context. Behavior that is considered intelligent in one culture may be considered unintelligent in another culture, and so on. Moreover, people in different cultures have different implicit theories of intelligence, so may not even mean the same thing by the word. The relationships between different aspects of intelligence can vary across cultures, with correlations that are positive in one setting proving to be negative in another. The paper opens with a general discussion of issues regarding the relationship between the two concepts. It then describes the theory of successful intelligence, which also supports interface between culture and intelligence.

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.

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