Search results for "Implicit Theories"
showing 10 items of 10 documents
Pašuztvertā intelekta saistība ar akadēmisko pašefektivitāti un akadēmiskajiem sasniegumiem vispārizglītojošo skolu jauniešiem
2020
Pētījuma mērķis bija izpētīt saistību starp pašuztverto intelektu, akadēmisko pašefektivitāti un akadēmiskajiem sasniegumiem vispārizglītojošo skolu jauniešiem, kā arī veikt atšķirību izpēti skolēnu izlases apakšgrupās ar atšķirīgiem pašuztvertā intelekta domāšanas veidiem. Pētījuma izlasi veido 165 jaunieši vecumā no 15 līdz 19 gadiem (M = 16,75, SD = 0,90), no tiem 80 (48,50%) meitenes un 85 (51,50%) zēni, kas mācās 10.-12. klasē piecās vidusskolās. Pētījumam piemīt aprakstošs korelatīvs un starpgrupu analīzes dizains. Pētījumā tika adaptētas un izmantotas divas aptaujas - Pašuztvertā intelekta skala bērniem (Implicit Theories of Intelligence Scale for Children (ITIS), Blackwell, Trzesnie…
RELATIONSHIPS AND DIFFERENCES IN IMPLICITE INTELLIGENCE, PERCEIVED SOCIAL SUPPORT, AND PERCEIVED ACADEMIC SELF-EFFICACY AMONG COMPREHENSIVE SCHOOL ST…
2020
The purpose of this study was to explore relationships of implicit intelligence, perceived social support and perceived academic self-efficacy and to identify how these factors influence academic achievements amongst youth, as well as implement adaption of the revised implicit theories of intelligence (self-theory) scale (De Castell & Byrne, 2015) in Latvia. The research was based on implicit intelligence, perceived social support and academical self-efficacy theories. Nowadays, a growing amount of attention is focused on the reasons driving the academic achievements, self-belief and cumulates conversations about the importance of a social support. According to other scientists’ notes, …
Fixed versus Growth Mindset Does not Seem to Matter Much
2018
Psychology predicts that a student’s mindset—their implicit theory of intelligence—has an effect on their academic performance. We attempted to corroborate this in the computer science education context by asking the students on two bachelor-level courses, typically taken in the third year of studies, to fill out a standard mindset questionnaire, and analyzing their answers in relation to their grades on those courses. In a sample of 133 students, with only 24 (18 %) students with a clear fixed mindset, there is no detectable correlation between the students’ mindsets and their course grades. An ordinal logistic regression estimates, at the 95 % confidence level, a statistically nonsignific…
Being oneself through time: Bases of self-continuity across 55 cultures
2017
Çalışmada 60 yazar bulunmaktadır. Bu yazarlardan sadece Bursa Uludağ Üniversitesi mensuplarının girişleri yapılmıştır. Self-continuity - the sense that one's past, present, and future are meaningfully connected - is considered a defining feature of personal identity. However, bases of self-continuity may depend on cultural beliefs about personhood. In multilevel analyses of data from 7287 adults from 55 cultural groups in 33 nations, we tested a new tripartite theoretical model of bases of self-continuity. As expected, perceptions of stability, sense of narrative, and associative links to one's past each contributed to predicting the extent to which people derived a sense of self-continuity…
IMPLICIT THEORIES OF INTELLIGENCE AND ACADEMIC ACHIEVEMENT: REVIEW OF TWO STUDIES IN LATVIA
2020
Growth mindset has become popular in the field of psychology and education all around the world. In the Baltic States this concept is relatively new. This research compiles results of two different studies that, for the first time in the Baltic States, analyse the concept of “implicit theories of intelligence” (ITI) and its factors – growth and fixed mindset, and investigate the relations between ITI and academic achievement of students. Data of two different samples of secondary school adolescents is used. Sample 1 consisted of students (N1=258) aged between 14 and 18, 134 females (M=15.13; SD=1.29) and 124 males (M=15.40; SD=1.20) studying in 7th-12th grade in two Latvian schools. Sample …
Profesorado : revista de curriculum y formación del profesorado
2018
El propósito del artículo es revisar los resultados de investigaciones relativas al concepto de las teorías implícitas del profesorado en la Formación Profesional. Se parte del marco teórico establecido por Marrero (1988) contextualizado en la escolaridad obligatoria. El supuesto inicial que guía el análisis sugiere que el requerimiento de adaptación al mercado de trabajo que se atribuye a esta formación aproximaría al profesorado a la teoría técnica, en la que prima la definición de objetivos y la concreción de instrumentos evaluativos. El procedimiento metodológico parte de una revisión bibliométrica que ha permitido el análisis de cinco investigaciones sobre teorías implícitas dentro del…
Psychometric properties of the stress control mindset measure in university students from Australia and the UK
2021
Abstract Introduction Beliefs about the consequences of stress, stress mindsets, are associated with health and performance outcomes under stress. This article reports the development and examination of the psychometric properties of a measure of stress mindset: The Stress Control Mindset Measure (SCMM). The measure is consistent with theory on mindsets about self‐attributes and conceptualizes stress mindset as the extent to which individuals endorse beliefs that stress can be enhancing. Methods The study adopted a correlational cross‐sectional survey design in two student samples. Undergraduate students from an Australian university (Sample 1, N = 218) and a UK university (Sample 2, N = 21…
Changes in achievement values from primary to lower secondary school among students with and without externalizing problems
2017
This study examined the effect of students' externalizing problems on changes in values that they attach to math across the transition from primary to lower secondary school. Data pertaining to externalizing problems and to intrinsic, attainment, and utility values in math were gathered using the self-ratings of students in Grades 6 and 7. The analysis involved a comparison between students who reported persistent high externalizing problems before and after the transition (n = 63; 59% boys) and those who had low or non-existent externalizing problems before and after the transition (n = 1352; 50% boys). The results of a mixed-design analysis of covariance (ANCOVA) showed uniformly that stu…
The role of implicit theories in the non-expert translation process
2014
Research into the role of implicit theories in decision-making covers a broad area ranging from personal to political relationships, and from private to professional life. To date, translation studies have paid little attention to the influence of translators’ knowledge and beliefs in the translation process, and even less to the role of implicit theories. In a pilot study with translation trainees, we attempted to reconstruct their theories about translation and discern to what extent these theories influence both the translation process and the translated text. Our results so far show that trainees do entertain initial implicit theories, which can be modified through experience and formal…
The implications of teachers’ implicit theories for moral education: A case study from Finland
2017
Implicit theories concerning the malleability of human qualities are known to have a powerful impact on motivation and learning, but their role in moral education is an under-researched topic. In this qualitative case study, we examined the impact of implicit theories on four Finnish teachers’ practices of teaching morally and in teaching morality. The data include preliminary and stimulated recall interviews (STR) as well as classroom observations. Our results demonstrate the multiple ways in which teachers’ implicit beliefs are communicated to students and influence teacher’s interpretations and endeavors to educate the ethical capabilities of students. The study provides evidence for the…