Longitudinal Changes in College Math Students' Implicit Theories of Intelligence

Autor/inn/en	Shively, Rebecca L.; Ryan, Carey S.
Titel	Longitudinal Changes in College Math Students' Implicit Theories of Intelligence
Quelle	In: Social Psychology of Education: An International Journal, 16 (2013) 2, S.241-256 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-012-9208-0
Schlagwörter	Intelligence; Algebra; Longitudinal Studies; Mathematics Education; Student Attitudes; Help Seeking; Academic Achievement; Questionnaires; Theories; Grades (Scholastic); Correlation; Mathematics Achievement; College Students + Suchen Sie Ihr Suchwort? Intelligenz; Klugheit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathematische Bildung; Schülerverhalten; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Schulleistung; Fragebogen; Theory; Theorie; Notenspiegel; Korrelation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Collegestudent
Abstract	This study examined changes over time in implicit theories of intelligence and their relationships to help-seeking and academic performance. College algebra students completed questionnaires during the second week of classes and 2 weeks before the end of the semester (ns = 159 and 145, respectively; 61 students completed questionnaires at both waves). The questionnaires assessed entity and incremental implicit theories of general and math intelligence (beginning and end of semester) and help-seeking (end of semester). Results indicated that students had more incremental views of general than math intelligence. Further, their views became less incremental over the course of the semester; however, this decrease was greater for math than for general intelligence. Participants who exhibited a stronger incremental theory of general intelligence at the beginning of the semester subsequently reported greater help-seeking during the semester. Finally, students who had more entitative views of math intelligence earned lower course grades. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10