Incremental-Entity Personal Conceptions of Intelligence and Individualism-Collectivism in Italian Students

Pepi, Annamaria; Alesi, Marianna; Pecoraro, Donatella; Faria, Luísa

doi:10.5901/mjss.2015.v6n1s1p160

Cited by 10 publications

(12 citation statements)

References 15 publications

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“…Thus, individuals who hold entity or fixed theories of intelligence tend to believe that skills and abilities are relatively stable (Dweck, 1999 ) and that their performance is a consequence of that stability (Hong et al, 1999 ). Accordingly, they are likely to adopt performance goals focused at demonstrating their abilities and achieve positive evaluations from others (Dweck, 1999 ; Pepi et al, 2015 ). Individuals who hold an incremental or a growth mindset believe that these characteristics can change with effort and through time are more likely to adopt learning goals, choose challenging tasks, and employ adaptive strategies to improve their abilities (Dweck, 1999 ).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Implicit Theories of Intelligence and Academic Achievement: A Meta-Analytic Review

2018

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The current study intended to model the link between implicit theories of intelligence (ITI) and students' academic achievement, within a meta-analytic review procedure. To assess studies' effect size, the Pearson's correlation coefficient (r) was used. The review of 46 studies (94 effect sizes) with 412,022 students presented a low-to-moderate association between the ITI and students' academic achievement. The results indicated that incremental theorists are more likely to have higher grades in specific subjects (verbal and quantitative) and in overall achievement. The entity beliefs were positively associated with students' specific verbal and quantitative domains but at a lower magnitude than incremental beliefs. Moreover, the moderator effect analyses results indicated that the link between ITI and students' achievement was not moderated by gender, but there was a moderate association in student's middle school grade. Additionally, the ITI assessment based on the most recent versions of Dweck's scales, the use of specific academic scales instead of general ITI scales, and the use of the original measures rather than adapted versions strongly moderated the link between ITI and achievement. Moreover, students from Eastern continents (Asia and Oceania) reported a positive association between incremental beliefs and achievement, Europe displayed a positive link between entity beliefs and achievement, whereas North America presented negative correlations between entity perspectives and academic achievement. This meta-analysis updates the current evidence supporting the direct link of ITI and students' academic achievement and acknowledges specific effects that ITI could have in different academic outcomes.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Implicit Theories of Intelligence and Academic Achievement: A Meta-Analytic Review

2018

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“…Athletes with task-oriented goals perceive the performance as result of task mastery and represent skills as potentials that can be improved and increased by effort. As a consequence, they tend to master new abilities, thereby increasing their competence, adopting effective strategies, favoring challenging tasks and focusing more on effort [23]. Ego-oriented goals are reinforced by a performance climate where the coach’s most important goals are addressed to team wins, inter-individual competition and rivalry between team members.…”

Section: Introductionmentioning

confidence: 99%

Effects of a Motivational Climate on Psychological Needs Satisfaction, Motivation and Commitment in Teen Handball Players

Alesi

Gómez-López

Borrego

et al. 2019

IJERPH

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The aim of this study was to examine the effects of the motivational climate created by the coach and perceived by a group of young high-performance handball players on their sport motivation, self-determination, sport psychological needs and sport commitment. The study participants were 479 young handball players. The age range was 16–17 years old. Players were administered a battery composed of a Perceived Motivational Climate in Sport Questionnaire, Sport Motivation Scale, the Basic Psychological Needs in Exercise Scale and Sport Commitment Questionnaire to measure the above-mentioned theoretical constructs. Results showed that the handball players showed high levels of a task-involving climate, of basic psychological needs satisfaction and of self-determined motivation and commitment. Higher levels of basic psychological needs such as autonomy and competence were associated with a higher task-involving climate, self-determined index and sport commitment (task-involving climate–basic psychological needs (β = 0.55; 95% IC 0.387/0.682; p = 0.001); Ego-involving climate–basic psychological needs (β = 0.06; 95% IC −0.069/0.181; p = 0.387); Basic psychological needs–self-determined index (β = 0.48; 95% IC 0.376/0.571; p = 0.001); Self-determined index–commitment (β = 0.58; 95% IC 0.488/0.663; p = 0.001). The obtained model showed that basic psychological needs mediated the association between a task-involving climate and self-determination, and self-determination mediated the association between basic psychological needs satisfaction and commitment.

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“…Whilst, entity theorists perceive their ability as a unchangeable talent with which the person is endowed. Consequently, they are likely to prefer performance goals aimed at demonstrating their abilities and obtain positive evaluations from others (Dweck, 1999 ; Pepi et al, 2015 ).…”

Section: Introductionmentioning

confidence: 99%

Investigating the Improvement of Decoding Abilities and Working Memory in Children with Incremental or Entity Personal Conceptions of Intelligence: Two Case Reports

2016

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One of the most significant current discussions has led to the hypothesis that domain-specific training programs alone are not enough to improve reading achievement or working memory abilities. Incremental or Entity personal conceptions of intelligence may be assumed to be an important prognostic factor to overcome domain-specific deficits. Specifically, incremental students tend to be more oriented toward change and autonomy and are able to adopt more efficacious strategies. This study aims at examining the effect of personal conceptions of intelligence to strengthen the efficacy of a multidimensional intervention program in order to improve decoding abilities and working memory. Participants included two children (M age = 10 years) with developmental dyslexia and different conceptions of intelligence. The children were tested on a whole battery of reading and spelling tests commonly used in the assessment of reading disabilities in Italy. Afterwards, they were given a multimedia test to measure motivational factors such as conceptions of intelligence and achievement goals. The children took part in the T.I.R.D. Multimedia Training for the Rehabilitation of Dyslexia (Rappo and Pepi, 2010) reinforced by specific units to improve verbal working memory for 3 months. This training consisted of specific tasks to rehabilitate both visual and phonological strategies (sound blending, word segmentation, alliteration test and rhyme test, letter recognition, digraph recognition, trigraph recognition, and word recognition as samples of visual tasks) and verbal working memory (rapid words and non-words recognition). Posttest evaluations showed that the child holding the incremental theory of intelligence improved more than the child holding a static representation. On the whole this study highlights the importance of treatment programs in which both specificity of deficits and motivational factors are both taken into account. There is a need to plan multifaceted intervention programs based on a transverse approach, considering both cognitive and motivational factors.

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Incremental-Entity Personal Conceptions of Intelligence and Individualism-Collectivism in Italian Students

Abstract: This article examines the relationship between Incremental-Entity personal conceptions of intelligence and the cultural dimension of Individualism-Collectivism in

Cited by 10 publications

References 15 publications

Implicit Theories of Intelligence and Academic Achievement: A Meta-Analytic Review

Implicit Theories of Intelligence and Academic Achievement: A Meta-Analytic Review

Effects of a Motivational Climate on Psychological Needs Satisfaction, Motivation and Commitment in Teen Handball Players

Investigating the Improvement of Decoding Abilities and Working Memory in Children with Incremental or Entity Personal Conceptions of Intelligence: Two Case Reports

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