Impact of Learned Resourcefulness and Theories of Intelligence on Academic Achievement of University Students: An integrated approach

Kennett, Deborah J.; Keefer, Kateryna V.

doi:10.1080/01443410500342062

Cited by 79 publications

(96 citation statements)

References 9 publications

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“…Kennett, 1994;Kennett & Keefer, 2006;Kennett & Reed, 2009) that Rosenbaum's (1990Rosenbaum's ( , 2000 model of self-control explains much of the variability in performance measures and how well students cope with academic challenges. The key component in his model is learned resourcefulness -the basic self-regulatory skills needed to handle everyday life challenges.…”

Section: Importance Of General Learned Resourcefulness Skillsmentioning

confidence: 93%

Variables contributing to academic success in an intermediate statistics course: the importance of learned resourcefulness

Kennett

Young

Catanzaro

2009

Educational Psychology

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We examined the variables contributing to statistical anxiety, statistical resourcefulness and grades in an intermediate statistics course. Questionnaires assessing the aforementioned variables, as well as general resourcefulness, statistical self-efficacy and attitudes, and grade goals were completed by 168 students in September and in January. Our findings revealed that students possessing a larger repertoire of general resourcefulness skills and higher statistical self-efficacy were more likely to rely on statistical self-control strategies, and, as a result, attain higher grades. Students having higher statistical test anxiety were not only less generally and statistically resourceful, but they were also more likely to be aiming for lower grades and attributing past performance disappointments to lack of ability and task difficulty.

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Section: Importance Of General Learned Resourcefulness Skillsmentioning

confidence: 93%

Variables contributing to academic success in an intermediate statistics course: the importance of learned resourcefulness

Kennett

Young

Catanzaro

2009

Educational Psychology

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“…This perspective describes an implicit belief system that ability or intelligence is either fixed (entity belief) or malleable (incremental belief). While typically considered to be a continuum from entity to incremental (Tarbetsky et al 2016) some researchers adopt a dichotomous position (Kennett and Keefer 2006). People with entity beliefs view intelligence and ability as uncontrollable constructs which can only be demonstrated but not developed (Tarbetsky et al 2016).…”

Section: Implicit Theories Of Intelligence As Predictors Of Academic mentioning

confidence: 99%

Implicit theories of intelligence in STEM education: perspectives through the lens of technology education students

Buckley

O'Connor

Seery

et al. 2018

Int J Technol Des Educ

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The educational significance of eliciting students' implicit theories of intelligence is well established with the majority of this work focussing on theories regarding entity and incremental beliefs. However, a second paradigm exists in the prototypical nature of intelligence for which to view implicit theories. This study purports to instigate an investigation into students' beliefs concerning intellectual behaviours through the lens of prototypical definitions within STEM education. To achieve this, the methodology designed by Sternberg et al. (J Pers Soc Psychol 41(1):37-55, 1981) was adopted with surveys being administered to students of technology education requiring participants to describe characteristics of intelligent behaviour. A factor analytic approach including exploratory factor analysis, confirmatory factor analysis and structural equation modelling was taken in analysing the data to determine the underlying constructs which the participants viewed as critical in their definition of intelligence. The findings of this study illustrate that students of technology education perceive intelligence to be multifaceted, comprising of three factors including social, general and technological competences. Implications for educational practice are discussed relative to these findings. While initially this study focuses on the domain of technology education, a mandate for further work in other disciplines is discussed.

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“…In addition, it was also found that individuals with high level of learned resourcefulness are also influenced by threats, pains, emotions, stress and other damaging factors and that they can deal with and manage such situations better, though (Rosenbaum and Ben-Ari 1985), and learned resourcefulness predicts psychopathology (Dag 1992). Furthermore, when research findings reported in literature (Huang et al 2005;Rosenbaum 1980bRosenbaum , 1989Rosenbaum and Baker 1984;Rosenbaum and Cohen 1999;Rosenbaum and Rolnick 1983;Kennett and Keefer 2006;Kennett and Nisbet 1998;Kennett and Reed 2009;) are taken into general consideration, it is seen that high level of learned resourcefulness could be regarded as a very important factor for the well-being of individuals with high level of learned resourcefulness. Therefore, it is necessary to develop students' coping skills with stress and to increase their level of learned resourcefulness in such situations during their university lives and university education.…”

Section: Discussionmentioning

confidence: 97%

“…Research shows that students with high or low learned resourcefulness skills experience similar stress levels and that stress influences them in different ways, though (Kennett and Reed 2009). In addition, it was also revealed that students with academic selfcontrol behavior had better-developed repertoire of general self-control skills; that they believed in their academic abilities for achievement; that they showed more effort for achievement in cases of failure; that they gave more importance to learning new things rather than to getting high grades in courses; and that they really received higher grades (Kennett and Keefer 2006). Furthermore, students with more general resourcefulness skills and with higher statistical self-efficacy were more likely to rely on statistical self-control strategies and eventually to get higher grades ).…”

Section: Introductionmentioning

confidence: 95%

Investigation of university students’ self-acceptance and learned resourcefulness: a longitudinal study

Ceyhan

2010

High Educ

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Self-acceptance and learned resourcefulness of university students are important concepts in coping with the environmental and developmental stressors and in the development of healthy personality. In this study, university students' self acceptance and learned resourcefulness levels were investigated longitudinally. 198 university students' self acceptance and learned resourcefulness scores were collected by Self Acceptance Scale and Rosenbaum's Self-Control Scale in their first and eighth semesters. The findings revealed that in general, the students' self-acceptance level increased significantly in the 4-year period. With respect to gender, the self-acceptance level of female students was found to increase during their university education, while no significant difference was observed in that of male students. Moreover, there was no change in the level of their learned resourcefulness in the 4-year period in terms of gender. As a result, it is understood that university life includes significant experiences for students' self-acceptance, especially for female students, and that university life does not cause any significant increase in the level of learned resourcefulness. Therefore, there is a great need for programs that will increase the resourcefulness levels of university students during their university lives.

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Impact of Learned Resourcefulness and Theories of Intelligence on Academic Achievement of University Students: An integrated approach

Cited by 79 publications

References 9 publications

Variables contributing to academic success in an intermediate statistics course: the importance of learned resourcefulness

Variables contributing to academic success in an intermediate statistics course: the importance of learned resourcefulness

Implicit theories of intelligence in STEM education: perspectives through the lens of technology education students

Investigation of university students’ self-acceptance and learned resourcefulness: a longitudinal study

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