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
Download (273.87 kB)
-
Altmetric Citations
De Castella, Krista; Byrne, Donald
Description
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]
dc.contributor.author | De Castella, Krista | |
---|---|---|
dc.contributor.author | Byrne, Donald | |
dc.date.accessioned | 2015-03-31T02:56:48Z | |
dc.date.available | 2015-03-31T02:56:48Z | |
dc.identifier.issn | 0256-2928 | |
dc.identifier.uri | http://hdl.handle.net/1885/13127 | |
dc.description.abstract | 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 students’ beliefs about their ability to mold their own intelligence in contrast to their beliefs about the malleability of intelligence in general. In testing with 643 Australian high school students (62 % female) ranging from 15 to 19 years of age (M=16.6, standard deviation (SD)=1.01), the belief that intelligence is “fixed” was predictive of lower endorsement of achievement goals, greater helplessness attributions, and poorer self-reported academic grades. Fixed “entity” beliefs were also predictive of academic self-handicapping, truancy, and disengagement. On all of these measures, the new self-theory scale uniquely explained greater outcome variance. These results indicate that students’ implicit beliefs—particularly about their own intelligence—may have important implications for their motivation, engagement, and performance in school. | |
dc.format | 23 pages | |
dc.publisher | Springer Verlag (Germany) | |
dc.rights | © Instituto Superior de Psicologia Aplicada, Lisboa, Portugal and Springer Science+Business Media Dordrecht 2015. http://www.sherpa.ac.uk/romeo/issn/0256-2928/..."author can archive pre-print. Author's pre-print on pre-print servers such as arXiv.org" from SHERPA/RoMEO site (as at 31/07/15) | |
dc.source | European Journal of Psychology of Education | |
dc.subject | Implicit theories | |
dc.subject | Intelligence | |
dc.subject | Entity | |
dc.subject | Incremental | |
dc.subject | Achievement | |
dc.subject | Motivation | |
dc.subject | Self-handicapping | |
dc.title | 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 | |
dc.type | Journal article | |
dcterms.dateAccepted | 2015-01-23 | |
dc.date.issued | 2015-02-13 | |
local.publisher.url | http://link.springer.com/ | |
local.type.status | Submitted Version | |
local.contributor.affiliation | De Castella, Krista, CMBE Research School of Psychology, The Australian National University | |
local.contributor.affiliation | Byrne, Donald, CMBE Research School of Psychology, The Australian National University | |
local.identifier.essn | 1878-5174 | |
local.identifier.doi | 10.1007/s10212-015-0244-y | |
Collections | ANU Research Publications |
Download
File | Description | Size | Format | Image |
---|---|---|---|---|
De Castella and Byrne My Intelligence May Be More Malleable 2015.pdf | 273.87 kB | Adobe PDF |
Items in Open Research are protected by copyright, with all rights reserved, unless otherwise indicated.
Updated: 17 November 2022/ Responsible Officer: University Librarian/ Page Contact: Library Systems & Web Coordinator