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My intelligence may be more malleable than yours: the revised implicit theories of intelligence (self-theory) scale is a better predictor of achievement, motivation, and student disengagement

De Castella, Krista; Byrne, Donald


The belief that intelligence is malleable has important consequences for achievement and motivation (Blackwell et al. Child Development, 78, 246-263. 2007; Dweck, 1999; Robins & Pals, Self and Identity, 1,313-336, 2002). However, believing that it is possible to improve intelligence does not necessarily mean students are always confident they can improve their own. The current study presents a revised “self-theory” measure of the implicit theories of intelligence scale, which assess...[Show more]

CollectionsANU Research Publications
Date published: 2015-02-13
Type: Journal article
Source: European Journal of Psychology of Education
DOI: 10.1007/s10212-015-0244-y


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