General and domain-specific beliefs about intelligence, ability, and effort among preservice and practicing teachers

Patterson, Meagan M.; Кравченко, Н. В.; Chen-Bouck, Li; Kelley, Jenna A.

doi:10.1016/j.tate.2016.06.004

Cited by 49 publications

(48 citation statements)

References 67 publications

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“…It was also found that aetiological beliefs were significantly predicted by mindset and that a growth mindset was associated with a tendency towards an environmental explanation for individual differences in cognitive ability that is incorrect, certainly beyond the early years (Haworth et al ., ). In terms of mindset, participants expressed a similar mindset to those in previous studies (Patterson, Kravchenko, Chen‐Bouck, & Kelley, ), that is, a group tendency towards a growth mindset. However, there was variation in responses, with some teachers leaning towards the extremes of both growth and fixed mindsets.…”

Section: Discussionsupporting

confidence: 65%

Teacher beliefs about the aetiology of individual differences in cognitive ability, and the relevance of behavioural genetics to education

Crosswaite

Asbury

2018

Brit J of Edu Psychol

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Section: Discussionsupporting

confidence: 65%

Teacher beliefs about the aetiology of individual differences in cognitive ability, and the relevance of behavioural genetics to education

Crosswaite

Asbury

2018

Brit J of Edu Psychol

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“…More precisely, elementary teachers seem to assume that innate ability is needed for children to succeed in "math" (in general), but they might not apply this belief to basic math in elementary school, considering basic math still as relatively easy and accessible not only to exceptional children. An earlier study with teachers from a variety of grade levels did ask separately about domain-specific beliefs toward advanced and basic math, but combined these two in their analyses (Patterson et al, 2016). Our study raises the question to be studied in future research if advanced math might elicit stronger brilliance beliefs than basic math.…”

Section: Discussionmentioning

confidence: 87%

“…As school students have the full range of domains as school subjects, the relative importance ascribed to innate ability in the different school subjects should signal students which subjects to avoid and to approach instead, according to their gender. First studies showed that U.S. American teachers held more fixed views of intelligence for math and science performance compared to performance in languages (Patterson et al, 2016). The construct of brilliance beliefs has so far been studied only once outside the United States, that is in an elementary school teacher sample from Germany (Heyder et al, 2019).…”

Section: Brilliance Beliefs and Women's Underrepresentation In Stemmentioning

confidence: 99%

Do Teachers' Beliefs About Math Aptitude and Brilliance Explain Gender Differences in Children's Math Ability Self-Concept?

2019

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The self-concept of ability in math in elementary school is an early predictor for future math-related choices and careers. Unfortunately, already at this early age girls report lower ability self-concepts in math than boys-despite their comparable performances in objective math competence tests. In the present study we focus on teachers' beliefs as factors explaining these gender differences. Women's underrepresentation in math and science in academia has recently been explained by the belief held by the environment that success in these domains requires an innate ability that cannot be taught ("brilliance"). In addition, teachers' beliefs regarding their students' mathematical aptitude have also been found to influence students' self-concepts of ability. Here, we study if teachers' beliefs regarding their students' mathematical aptitude and brilliance beliefs may account for gender differences in elementary school students' self-concept of ability in math and thus potentially contribute to entering the gendered path into math and science professions. In a sample of 830 fourth graders (M = 9.14 years old, 49% female) and 56 elementary school teachers from Germany, we assessed teachers' beliefs regarding their students' mathematical aptitude and their belief that children need brilliance to succeed in math as well as children's mathematical ability self-concept and competencies. In line with prior research, boys reported a statistically significantly more positive math ability self-concept (d = 0.50), although boys and girls reached similar scores in a standardized math competence test (d = 0.07). However, multilevel regression analyses revealed that teachers' math brilliance beliefs were not related to the gender gap in students' ability self-concept in expense of girls whereas the gender gap was mediated by teachers' beliefs about their students' mathematical aptitude. These findings suggest that math brilliance beliefs held by important socializers such as teachers might not play a role in explaining gender differences in math-related motivation in elementary school whereas teachers' beliefs about students' math aptitude do. Results are discussed against the background of teacher expectancy effects, developmental changes in elementary school, and cultural differences.

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“…Several previous studies have focused on domain‐specific implicit beliefs, such as those that examine implicit beliefs about the malleability of musical abilities or sports (Mascret, Falconetti, & Cury, ; Smith, ), and those that focus on implicit beliefs about mathematics ability specifically (Rattan, Good, & Dweck, ; Susperreguy et al, ). There are some studies that investigated the implicit beliefs of STEM teachers (Jonsson, Beach, Korp, & Erlandson, ; Patterson, Kravchenko, Chen‐Bouck, & Kelley, ). These studies investigated STEM teachers' beliefs about learning abilities in general and compared those to the beliefs of teachers in other fields but did not actually measure a domain‐specific STEM belief.…”

Section: Implicit Stem Ability Beliefsmentioning

confidence: 99%

Implicit STEM ability beliefs predict secondary school students' STEM self‐efficacy beliefs and their intention to opt for a STEM field career

2018

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Despite the widely accepted view that low self-efficacy beliefs negatively influence students' intention to opt for a STEM field oriented study or career path, it remains unclear how to effectively stimulate these beliefs in students who do seem to have the ability and motivation to opt for a STEM career. A suggestion from previous literature is that students' implicit beliefs about the malleability of their learning ability can have a major impact on their self-efficacy beliefs, and, importantly, that these implicit beliefs are malleable themselves. Even though this relation between implicit beliefs, self-efficacy, and STEM field aspirations has been suggested multiple times, there is no empirical evidence to support this claim. The goal of the current study was to examine whether implicit beliefs about the malleability of STEM ability are associated with secondary school students' intention to opt for a STEM field bachelor's degree, using a Structural Equation Modelling approach. Furthermore, we examined the mediating role of STEM-oriented self-efficacy beliefs on the relationship between implicit ability beliefs and STEM intention. We used a Likert-type questionnaire, consisting of subscales to measure ability beliefs, self-efficacy, and intention to opt for a STEM degree of secondary school students in their fifth grade (n = 483). Results showed that there is a positive relation between implicit STEM ability beliefs and the intention to opt for a STEM field bachelor degree, and that this relation is partly mediated by self-efficacy beliefs. Incremental STEM ability beliefs predicted positive selfefficacy beliefs and increased STEM intention. These findings provide a foundation for a novel approach to stimulate

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General and domain-specific beliefs about intelligence, ability, and effort among preservice and practicing teachers

Cited by 49 publications

References 67 publications

Teacher beliefs about the aetiology of individual differences in cognitive ability, and the relevance of behavioural genetics to education

Teacher beliefs about the aetiology of individual differences in cognitive ability, and the relevance of behavioural genetics to education

Do Teachers' Beliefs About Math Aptitude and Brilliance Explain Gender Differences in Children's Math Ability Self-Concept?

Implicit STEM ability beliefs predict secondary school students' STEM self‐efficacy beliefs and their intention to opt for a STEM field career

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