Implicit Theories of Intelligence Predict Achievement across an Adolescent Transition: A Longitudinal Study and an Intervention on JSTOR

Child Development

Description:

As the flagship journal of the Society for Research in Child Development, Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930. Spanning many disciplines, the journal provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers.

Coverage: 1930-2011 (Vol. 1, No. 1 - Vol. 82, No. 6)

Moving Wall: 5 years (What is the moving wall?)

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For example, if the current year is 2008 and a journal has a 5 year moving wall, articles from the year 2002 are available.

Terms Related to the Moving Wall: Fixed walls: Journals with no new volumes being added to the archive.; Absorbed: Journals that are combined with another title.; Complete: Journals that are no longer published or that have been combined with another title.

ISSN: 00093920

EISSN: 14678624

Subjects: Education, Social Sciences, Psychology

Collections: JSTOR Essential Collection

Abstract

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.

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

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Abstract

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