Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention

• Lisa S. Blackwell ^[1] ; Kali H. Trzesniewski ^[2] ; Carol Sorich Dweck ^[2]
  1. [1] Columbia University

     Columbia University

     Estados Unidos

     
  2. [2] Stanford University

     Stanford University

     Estados Unidos

     
• Localización: Child development, ISSN 0009-3920, Vol. 78, Nº. 1, 2007, págs. 246-263
• Idioma: inglés
• DOI: 10.1111/j.1467-8624.2007.00995.x
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 33 Citas
• Resumen

  • Two studies explored the role of implicit theories of intelligence in adolescents' mathematics achievement. In Study 1 with 373 7th graders, the belief that intelligence is malleable (incremental theory) predicted an upward trajectory in grades over the two years of junior high school, while a belief that intelligence is fixed (entity theory) predicted a flat trajectory. A mediational model including learning goals, positive beliefs about effort, and causal attributions and strategies was tested. In Study 2, an intervention teaching an incremental theory to 7th graders (N=48) promoted positive change in classroom motivation, compared with a control group (N=43). Simultaneously, students in the control group displayed a continuing downward trajectory in grades, while this decline was reversed for students in the experimental group.