'Intelligence Is Not Just Good Grades': Re-Examining the Mindset Revolution in Indian Classrooms

Autor/in	Sarkar, Tanushree
Titel	'Intelligence Is Not Just Good Grades': Re-Examining the Mindset Revolution in Indian Classrooms
Quelle	In: Compare: A Journal of Comparative and International Education, 53 (2023) 5, S.783-801 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sarkar, Tanushree)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2021.1965467
Schlagwörter	Middle School Students; Student Attitudes; Private Schools; Urban Schools; Foreign Countries; Intelligence; Definitions; Psychology; Cultural Influences; Individualism; Collectivism; Academic Achievement; Grades (Scholastic); Peer Relationship; Academic Persistence; Developmental Stages; Teacher Student Relationship; India + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Private school; Privatschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Ausland; Intelligenz; Klugheit; Begriffsbestimmung; Psychologie; Cultural influence; Kultureinfluss; Individualismus; Schulleistung; Notenspiegel; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Indien
Abstract	The present study examines how middle school students attending private schools in a major urban centre in India understand intelligence. The study focuses on mindset theory, which is a major framework in the literature on children's understandings of intelligence. Mindset theories distinguish individuals based on beliefs about the malleability of personal characteristics. The present study used a mixed-methods approach to study mindsets and conceptualised mindsets as social representations. Interviews indicate that the malleability of intelligence, the fundamental core of the mindset meaning system, is not an important distinction for students. Instead, distinctions based on definitions of intelligence, as academic or social, are more pertinent. Focus groups highlight how definitions are constructed in peer cultures and classroom contexts. The study contributes to the growing critiques of mindset theory. The study proposes cultural psychology and social representations theory as theoretical tools to address existing controversies within the mindset literature. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01