Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention
Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention
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DOI：
10.1111/j.1467-8624.2007.00995.x
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发表时间：
2007-01-01
影响因子：
4.6
通讯作者：
Dweck, Carol Sorich
中科院分区：
文献类型：
--
作者：
Blackwell, Lisa S.;Trzesniewski, Kali H.;Dweck, Carol Sorich
两项研究探讨了内隐智力理论在青少年数学成绩中的作用。在研究1中，373名7年级学生认为智力是可塑性的（增量理论）预测了初中两年的成绩上升轨迹，而智力是固定的（实体理论）预测了一个平坦的轨迹。中介模型，包括学习目标，积极的信念努力，因果归因和策略进行了测试。在研究2中，干预教学增量理论，七年级学生（N=48）促进积极的变化，与控制组（N=43）相比，课堂动机。与此同时，控制组学生的成绩持续下降，而实验组学生的成绩则相反。
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.