The relationship between implicit theories of intelligence, attainment and socio‐demographic factors in a <scp>UK</scp> sample of primary school children

Warren, Frances; Mason‐Apps, Emily; Hoskins, Sherria; Devonshire, Victoria; Chanvin, Mathilde

doi:10.1002/berj.3523

Cited by 12 publications

(12 citation statements)

References 43 publications

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“…This study also revealed that the students in the lower academic track were at risk in two ways. On the one hand, when compared with students in the higher academic track, they more frequently reported having a fixed mindset about SRL, which confirmed previous results concerning how at-risk students have a relatively fixed view of mindsets of intelligence (Warren et al, 2019). Simultaneously, we also found that academic track as a factor negatively correlated with strategy knowledge, which means that the students from the lower academic track possessed less strategy knowledge than their peers in the more academically demanding track did.…”

supporting

confidence: 89%

“…When focusing on students' genders, researchers have observed null or mixed gender differences in domain-general mindsets about intelligence (Compagnoni et al, 2019;Warren et al, 2019). Hertel and Karlen (2020) found no correlation between gender and mindsets about the malleability of SRL in a sample of university students.…”

Section: Gender Age and Academic Track As Covariates Of Self-regulated Learningmentioning

confidence: 99%

“…Thus, students finish compulsory school in different academic tracks. One can expect students in a track with lower academic requirements to ascribe more of a fixed mindset and to have lower strategy knowledge than students in a track within higher academic requirements (Händel et al, 2013;Warren et al, 2019).…”

Section: Gender Age and Academic Track As Covariates Of Self-regulated Learningmentioning

confidence: 99%

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Mindsets and Self-Concepts About Self-Regulated Learning: Their Relationships With Emotions, Strategy Knowledge, and Academic Achievement

et al. 2021

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Being a self-regulated learner and believing that deliberate strategy use might be an effective way of overcoming learning challenges is important for achieving academic success. Learners' self-theories about their abilities might explain why some students are more inclined to engage in self-regulated learning (SRL) than others. This study aims to investigate the relationships between students' mindsets and self-concepts about SRL and their correlation with enjoyment, boredom, strategy knowledge, and academic achievements. As covariates, we included gender, age, and academic track. We surveyed 244 students (46.3% female) from the lower secondary school level with a mean age of 14.57 years. The results revealed that mindsets about SRL support more adaptive learning emotions (i.e., higher enjoyment and lower boredom) and positively relate to students' strategy knowledge. The students' self-concepts about SRL are positively related to their enjoyment and academic achievements. Gender-specific differences between the students revealed a disadvantage for the boys, who had lower self-concepts about SRL, lower strategy knowledge, and lower academic achievements in comparison to the girls. Furthermore, the study also revealed that students in the lower academic track adhered more to a fixed mindset about SRL and had lower strategy knowledge than their peers in the higher academic track. Finally, we found an indirect relationship between mindset about SRL and academic achievement via self-concepts about SRL. Overall, our results emphasize the importance of students' mindsets and self-concepts about SRL for their learning and academic achievements.

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supporting

confidence: 89%

Section: Gender Age and Academic Track As Covariates Of Self-regulated Learningmentioning

confidence: 99%

Section: Gender Age and Academic Track As Covariates Of Self-regulated Learningmentioning

confidence: 99%

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Mindsets and Self-Concepts About Self-Regulated Learning: Their Relationships With Emotions, Strategy Knowledge, and Academic Achievement

et al. 2021

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“…Individuals who hold an incremental theory about intelligence (more recently described as a growth mindset) believe that change in intelligence is possible, whereas individuals who hold an entity theory about intelligence (fixed mindset) view intelligence as a fixed trait (Dweck and Leggett, 1988;Dweck, 2006). Compared to a fixed mindset, growth mindset relates to various adaptive academic behaviors and better academic performance (Yeager and Dweck, 2012;Claro et al, 2016;Warren et al, 2019). Considering the positive association between children's growth mindset and their academic outcomes, it is imperative to investigate the origins and sources of children's beliefs as they develop during early childhood.…”

Section: Introductionmentioning

confidence: 99%

The Association Between Parents’ Growth Mindset and Children’s Persistence and Academic Skills

2022

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Parents’ educational beliefs are thought to guide children’s early development in school. The present study explored the association between parent’s growth mindset and elementary school-aged children’s self-reported persistence, as well as teacher-reported reading and math skills in 102 dyads. Findings showed that children self-reported greater persistence when their parents held more growth mindset. Teachers also rated students as more capable readers when their parents endorsed a growth, rather than fixed, mindset. Additional analysis indicated that although the effect of parents’ growth mindset on children’s reading skills became non-significant once SES was controlled, the positive association between parents’ mindset and children’s persistence was unaffected by SES. Our study provides evidence about the intergenerational association of motivational tendencies at an early age, even when children may not be able to develop a coherent system of motivational beliefs of their own.

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“…Implicit Theories of Intelligence have been shown to have consequences for academic performance and persistence, with some evidence suggesting that holding an incremental theory has a positive impact on academic success (e.g. Blackwell, Trzesniewski & Dweck, 2007;Warren et al, 2019) and other replications (Li & Bates, 2020) and meta-analyses (Sisk, Burgoyne, Sun, Butler & Macnamara, 2018) not.…”

Section: Introductionmentioning

confidence: 99%

A Personality Approach to Understanding Disruptive Behaviour in the Classroom

Satchell¹,

Mahmud²,

Warren³

et al. 2020

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Background. Teachers report that disruptive behaviour in their classrooms consumes a significant amount of their time and attention. Research studying disruptive behaviour often focuses on differences between those pupils who meet categorical diagnostic criteria for developmental disorders and those who do not. However, there is much to be learned about disruption from a normative personality approach to individual differences. Aims. This study investigates the relationship between personality traits and self- and teacher-reported disruptive behaviours. Sample. A sample of 457 pupils from two English state secondary schools were recruited. Methods. Our analysis focuses on the relationship between self- and teacher-reported disruptive behaviour, and three measures of personality: Empathy, Reinforcement Sensitivity Theory, and Implicit Theories of Intelligence. Results. Teachers reported less disruptive behaviour compared to the self-reports. Disruptive behaviour (measured via both self- and teacher-report) had negative relationships with empathy and incremental learning beliefs. Common variance latent factors across the personality models (Avoidance, Empathy, and Responsiveness) were related to disruptive behaviour.Conclusions. These findings reinforce the importance of understanding disruptive behaviours from a normative individual differences perspective and have implications for research and practice.

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The relationship between implicit theories of intelligence, attainment and socio‐demographic factors in a UK sample of primary school children

Cited by 12 publications

References 43 publications

Mindsets and Self-Concepts About Self-Regulated Learning: Their Relationships With Emotions, Strategy Knowledge, and Academic Achievement

Mindsets and Self-Concepts About Self-Regulated Learning: Their Relationships With Emotions, Strategy Knowledge, and Academic Achievement

The Association Between Parents’ Growth Mindset and Children’s Persistence and Academic Skills

A Personality Approach to Understanding Disruptive Behaviour in the Classroom

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