For more information about this meeting, contact Sara Jamshidi.
|Title:||Theories of Intelligence|
|Seminar:||Teaching Mathematics Discussion Group Seminar|
|Speaker:||Attendees, Penn State|
|We will discuss, "Longitudinal changes in college math students’ implicit theories of intelligence."
This study examined changes over time in implicit theories of intelligence and their relationships to help-seeking and academic performance. College algebra students completed questionnaires during the second week of classes and 2 weeks before the end of the semester (ns = 159 and 145, respectively; 61 students completed questionnaires at both waves). The questionnaires assessed entity and incremental implicit theories of general and math intelligence (beginning and end of semester) and help-seeking (end of semester). Results indicated that students had more incremental views of general than math intelligence. Further, their views became less incremental over the course of the semester; however, this decrease was greater for math than for general intelligence. Participants who exhibited a stronger incremental theory of general intelligence at the beginning of the semester subsequently reported greater help-seeking during the semester. Finally, students who had more entitative views of math intelligence earned lower course grades.
The paper can be found at the link below. Copies will be provided at the meeting.
Room Reservation Information
|Date:||02 / 21 / 2014|
|Time:||12:20pm - 01:10pm|