Implicit Theories of Intelligence and Personality, Self-Efficacy in Problem Solving, and the Perception of Skills and Competences in High School Students in Sicily, Italy

Autor/inn/en	Pirrone, Concetta; Commodari, Elena
Titel	Implicit Theories of Intelligence and Personality, Self-Efficacy in Problem Solving, and the Perception of Skills and Competences in High School Students in Sicily, Italy
Quelle	In: AASA Journal of Scholarship & Practice, 10 (2013) 1, S.39-49 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-6569
Schlagwörter	Foreign Countries; Personality Theories; Intelligence; Self Efficacy; Problem Solving; Skills; Competence; Academic Ability; High School Students; Beliefs; Gender Differences; Student Surveys; Statistical Analysis; Regression (Statistics); Correlation; Italy + Suchen Sie Ihr Suchwort? Ausland; Personality theory; Persönlichkeitstheorie; Intelligenz; Klugheit; Self-efficacy; Selbstwirksamkeit; Problemlösen; Skill; Fertigkeit; Kompetenz; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Belief; Glaube; Geschlechterkonflikt; Schülerbefragung; Statistische Analyse; Regression; Regressionsanalyse; Korrelation; Italien
Abstract	Various theories of intelligence and personality (TIP) help explain the implicit beliefs that an individual develops about the functioning of his intelligence and personality. Such beliefs are defined "implicit" because the individual might not be fully aware of his or her belief system. The results from scientific research on the TIP suggest that the implicit beliefs on intelligence and personality have implications on self-efficacy, motivation, and learning behavior. This study included 120 high school students in their last two years of schooling in Sicily, Italy. We used three surveys to assess the relationships among (a) individual beliefs about intelligence and personality (entity/incremental beliefs; confidence), (b) self-efficacy in the area problem solving, (c) personal learning goals, and (d) individual beliefs about one's own academic competences and abilities. We calculated descriptive statistics related to the gender, used several ANOVA statistics, and conducted correlation and regression analyses. Results showed that the variable "confidence on intelligence and personality" was linked to the "self-efficacy in the problem solving." (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10