Essay about The Function Of Implicit Theories Of Intelligence

Essay about The Function Of Implicit Theories Of Intelligence

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Theory of Intelligence
Summary
Two studies surveyed the function of implicit theories of intelligence in adolescent’s achievement in mathematics. In Study 1, Blackwell and colleagues followed four waves of junior high students, beginning in 7th grade, over a five-year period. The 373 students that participated in this study were moderately high achieving, nationally ranking in the 75th percentile in mathematics. The student took a Theory of Intelligence questionnaire.
Study 2 was very similar to Study 1, but there were a few major differences. In Study 2, there were a total 91 participants. However, instead of the moderately high achieving students in Study 1, the focus was on low achieving students. Blackwell and colleagues wanted to answer whether teaching students that intelligence is flexible would increase positive motivation, therefore increasing achievement in the classroom. In order to test their theory, they implemented an eight-week intervention, which consisted of an advisory class that students attended once a week for twenty-five minutes. Each advisory group was assigned randomly to the incremental theory training condition or the control condition. These advisory classes (or workshops) covered information regarding the brain and its’ circuitry. In order to measure the content and effectiveness of the intervention, the students in both conditions took a multiple-choice quiz over the content of the workshop they attended. Teacher assessments were used to measure motivational behavior changes in the students. Three weeks following the intervention, the students took a Theory of Intelligence questionnaire to gauge whether or not the students’ theory of intelligence changed over the course of the workshop.
Study 1 and St...


... middle of paper ...


... and self-responsibility are key features of academic achievement. A creative and positive atmosphere allows adolescents to explore their full potential as a learner. Parents and teacher ought to be engaging and provide support for the student. They should be knowledgeable about what is appropriately challenging for their student, so that the student avoids feeling overwhelmed or defeated.

References
Bassi, M., Steca, P., Delle Fave, A., & Caprara, G. V. (2007). Academic self-efficacy beliefs and quality of experience in learning. Journal of Youth and Adolescence, 36(3), 301-312. doi:http://dx.doi.org/10.1007/s10964-006-9069-y
Blackwell, Lisa S., Kali H. Trzesniewski, and Carol Sorich Dweck. "Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention." Child Development 78.1 (2007): 246-63. Web.


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