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]
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