Assessment of Participants’ Theories of Intelligence : Reliability and Validity of the Implicit Association Test

Fujii, Tsutomu; Uebuchi, Hisashi

doi:10.5926/jjep.58.263

Cited by 7 publications

(6 citation statements)

References 18 publications

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“…The scale used to assess the entity theory in the current study consists of items worded in highly abstract terms, such as “kind of person” (Levy et al, 1998), in contrast to the PBS, which contains items that refer to everyday trait words. Thus, the relationship between the entity theory and the physiognomic belief may be more clearly observed if the former is assessed using more tangible items; measurement of implicit associations between the concept of fixedness and personal attributes (Fujii & Uebuchi, 2010; Mascret, Roussel, & Cury, 2015) may be useful for this purpose.…”

Section: Discussionmentioning

confidence: 99%

Faces Tell Everything in a Just and Biologically Determined World: Lay Theories Behind Face Reading

Suzuki

Tsukamoto

Takahashi

2017

Social Psychological and Personality Science

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The present research investigated an often presumed but rarely assessed construct named the physiognomic belief—a generic belief that various traits can be inferred from faces. Studies in Japan and the United States have demonstrated that this belief can be measured reliably and invariantly across cultures and that those having stronger beliefs make more extreme trait inferences from faces. Of note, in both countries, the physiognomic belief is positively associated with a biologically deterministic view of personality traits and a belief in a just world. These findings suggest two types of naive justifications for the physiognomic belief: faces and traits should be related because they are both manifestations of biological essences and because the world is an orderly place wherein people get faces they deserve. This highlights an understudied role of folk concepts involving faces and traits in the popularity of face-based trait inference among laypeople.

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Section: Discussionmentioning

confidence: 99%

Faces Tell Everything in a Just and Biologically Determined World: Lay Theories Behind Face Reading

Suzuki

Tsukamoto

Takahashi

2017

Social Psychological and Personality Science

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“…To our knowledge, there was only one IAT linked to implicit theories of intelligence (Fujii and Uebuchi 2010), in Japanese. The target concepts were intelligence and luck, so, this IAT measured whether individuals associated their results more strongly with one than the other.…”

Section: Introductionmentioning

confidence: 99%

Using implicit measures to highlight science teachers’ implicit theories of intelligence

2015

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International audienceUsing an innovative method, a Single-Target Implicit Association Test (ST-IAT) was created to explore the implicit theories of intelligence among science and liberal arts teachers and their relationships with their gender. The results showed that for science teachers—especially for male teachers—there was a negative implicit association between " intelligence " and " modifiable " stimuli, whereas liberal arts teachers had no implicit association between these two variables. The results are discussed in comparison with previous explicit measures, and the implications for teacher training are highlighted

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“…We employed the Japanese-translated version [ 59 ] of the Implicit Theory of Intelligence Scale [ 60 ]. This scale has construct validity and internal consistency [ 59 , 60 ] and comprises three items (e.g., “You have a certain amount of intelligence and you really can’t do much to change it”).…”

Section: Methodsmentioning

confidence: 99%

Benefits of mindfulness in academic settings: trait mindfulness has incremental validity over motivational factors in predicting academic affect, cognition, and behavior

2022

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Background Achievement motivation research has established that motivational factors predict academic affect, cognition, and behavior. Recent studies have shown that trait mindfulness might also predict these academic outcomes. However, it remains unclear whether trait mindfulness has incremental validity over motivational factors. We hypothesized that trait mindfulness would explain unique variance in academic outcomes beyond motivational factors, because mindfulness that is characterized by the being mode of mind (i.e., a present-focused, non-striving, and accepting mind mode) would contribute to academic outcomes through unique and effective self-regulatory processes (i.e., bottom-up self-regulation of learning and present-focused, acceptance-based self-regulation of academic stress), which differ from those (i.e., top-down self-regulation of learning and future-focused, change-oriented self-regulation of academic stress) promoted by motivational factors that are characterized by the doing mode of mind (i.e., a goal-oriented, striving, and change-seeking mind mode). We tested the hypothesis by examining four established motivational factors (competence perception, implicit theory of intelligence, achievement goals, and autonomous and controlled academic reasons) and five outcome variables (test anxiety, enjoyment of learning, study strategy, mind-wandering, and help-seeking avoidance) that had been investigated in both the trait mindfulness and achievement motivation literatures. Methods One hundred and seventy-five students (104 females) were recruited from undergraduate psychology and cultural studies classes at two universities in Japan. Trait mindfulness was assessed using the Five Facet Mindfulness Questionnaire. The other study variables were assessed using established measures as well. We conducted hierarchical multiple regression analyses to test the hypothesis. Results Trait mindfulness predicted four of the five outcome variables (i.e., test anxiety, enjoyment of learning, mind-wandering, and help-seeking avoidance) after controlling for the motivational factors. The acting-with-awareness facet predicted three outcome variables, whereas the other facets predicted one outcome each. Conclusions This study supports the incremental validity of trait mindfulness relative to motivational factors, suggesting that not only the doing mode of mind but also the being mode is beneficial for academic learning.

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Assessment of Participants’ Theories of Intelligence : Reliability and Validity of the Implicit Association Test

Cited by 7 publications

References 18 publications

Faces Tell Everything in a Just and Biologically Determined World: Lay Theories Behind Face Reading

Faces Tell Everything in a Just and Biologically Determined World: Lay Theories Behind Face Reading

Using implicit measures to highlight science teachers’ implicit theories of intelligence

Benefits of mindfulness in academic settings: trait mindfulness has incremental validity over motivational factors in predicting academic affect, cognition, and behavior

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