Incremental theories of intelligence predict multiple document comprehension

Braasch, Jason L. G.; Bråten, Ivar; Strømsø, Helge I.; Anmarkrud, Øistein

doi:10.1016/j.lindif.2013.12.012

Cited by 46 publications

(44 citation statements)

References 50 publications

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“…This implies that teachers who believe that intelligence is not a fixed trait and that it can be increased by the environment have higher Australian Journal of Teacher Education Vol 40, 1, January 2015 75 expectations from their students in their performance than those teachers who see intelligence as inflexible and stable. Past research has shown that students who endorse incremental theories of intelligence have higher academic performance than those who approve of the entity theory (Braasch, Braten, Stromso, & Anmarkrud, 2014;Good, Aronson, & Inzlicht, 2003). The results of this study indicate that likewise, teachers who support the incremental theory of intelligence see higher potentials in students and therefore rate their performance lower than teachers who have the opposite view.…”

Section: Regression Analysesmentioning

confidence: 39%

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Language Teachers’ Conceptions of Intelligence and their Roles in Teacher Care and Teacher Feedback

Pishghadam

Meidani²,

Khajavy³

2015

AJTE

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The purpose of this study was to find the relationships among teachers' conceptions of intelligence, teacher care, and teacher feedback in the realm of English Language Teaching (ELT). To this aim, three scales were developed to measure the aforementioned constructs. The participants consisted of 81 English as a Foreign Language (EFL) teachers and their 426 students who were learning English in private language institutes. The scales were validated by Confirmatory Factor Analysis (CFA) and the correlations among their subscales were investigated. The findings suggested that modularity, increasability, and applied ELT are associated with the nature and amount of teacher feedback and care as perceived by the students. Moreover, the results revealed that teachers' conceptions of intelligence significantly affect how they evaluate their students (p < .05). In the end, implications were provided in the context of teaching.

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Section: Regression Analysesmentioning

confidence: 39%

“…Researchers have investigated the relationship between learners' implicit theories of intelligence and their academic achievement (Braasch, Braten, Stromso, & Anmarkrud, 2014;Good, Aronson, & Inzlicht, 2003). All studies have shown that learners' beliefs in incremental theory lead to their higher performance.…”

Section: Intelligence In Educationmentioning

confidence: 99%

Language Teachers’ Conceptions of Intelligence and their Roles in Teacher Care and Teacher Feedback

Pishghadam

Meidani²,

Khajavy³

2015

AJTE

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“…Relevant to the focus of our study, past research has indicated that students who favored incremental over entity beliefs have higher grades (Romero, Master, Paunesku, Dweck, & Gross, 2014), endorse more learning goals (Blackwell, Trzesniewski, & Dweck, 2007), use better reading strategies (Braasch, Braten, Stromso, & Anmarkrud, 2014), and practice more (Cury, Da Fonseca, Zahn, & Elliot, 2008). Conversely, entity beliefs have been linked with decreases in intrinsic motivation (Haimovitz, Wormington, & Corpus, 2011) and academic disengagement (Martin, Nejad, Colmar, & Liem, 2013).…”

Section: Implicit Ability Beliefsmentioning

confidence: 63%

Adolescents’ autonomous functioning and implicit theories of ability as predictors of their school achievement and week-to-week study regulation and well-being

Mouratidis

Michou

Vassiou

2017

Contemporary Educational Psychology

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a b s t r a c tResearch on students' motivation has mainly focused on interpersonal differences rather than on the ongoing, intrapersonal dynamics that forge students' everyday life. In this five-month longitudinal (diary) study, we recruited a sample of 179 high school students from Greece (35.8% males; M age = 16.27; SD = 1.02) to investigate through multilevel analyses the ongoing dynamics of students' motivation. We did so by examining the relation between autonomous functioning and aspects of study regulation (namely, study efforts and procrastination) and well-being (namely, subjective vitality and depressive feelings). After controlling for perceived competence, we found week-to-week autonomous functioning to relate positively to study efforts and subjective vitality and negatively to procrastination and depressive feelings. Interestingly, implicit theories of ability -the degree to which one believes that ability is fixed or amenable -were found to moderate the week-to-week relations of autonomous functioning to study efforts and homework procrastination. In particular, autonomous functioning co-varied positively to study efforts and negatively to homework procrastination only among students who believed that ability is malleable. Also, beliefs that ability is fixed predicted poorer grades, lower mean levels of study efforts, and higher homework procrastination. The results underscore the necessity of taking a more dynamic view when studying motivational phenomena and the importance of jointly considering the implicit theory framework and self-determination theory.

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“…Also according to Jacobson (), this task is valid for assessing word recognition skills, as evidenced by its positive correlation with measures of both silent reading and oral word reading. In previous research with Norwegian students (e.g., Andreassen & Bråten, ; Braasch, Bråten, Strømsø, & Anmarkrud, ; Bråten, Ferguson, Anmarkrud, & Strømsø, ; Samuelstuen & Bråten, ), scores on this measure have correlated from about .20 to above .50 with text comprehension.…”

Section: Methodsmentioning

confidence: 85%

Effects of different ways of introducing a reading task on intrinsic motivation and comprehension

Bråten

Johansen

Strømsø

2015

Journal Research in Reading

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This study compared the effects of two brief prereading instructional practices – hands‐on activities and prior knowledge activation – on sixth‐graders' intrinsic motivation for reading a text and reading comprehension. Both hands‐on activities and prior knowledge activation substantially improved reading comprehension relative to a control condition where students just read to answer questions and take a test about the text content. These effects did not depend on preexisting individual differences in basic reading skill, reading motivation or topic knowledge. Hands‐on activities and prior knowledge activation did not differentially affect reading comprehension, however, nor did either of them have any effect on intrinsic motivation to read the text. If used regularly in classrooms, brief prereading practices in the form of hands‐on activities or prior knowledge activation may result in knowledge gains that accumulate to build a solid conceptual basis for further, self‐regulated learning from text.

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Incremental theories of intelligence predict multiple document comprehension

Cited by 46 publications

References 50 publications

Language Teachers’ Conceptions of Intelligence and their Roles in Teacher Care and Teacher Feedback

Language Teachers’ Conceptions of Intelligence and their Roles in Teacher Care and Teacher Feedback

Adolescents’ autonomous functioning and implicit theories of ability as predictors of their school achievement and week-to-week study regulation and well-being

Effects of different ways of introducing a reading task on intrinsic motivation and comprehension

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