Children's Implicit Beliefs About Intelligence

نویسندگان

  • Carly Champagne
  • Carly R. Champagne
  • Kathleen Moritz Rudasill
چکیده

Young children are commonly perceived as highly optimistic and confident, and therefore seldom arouse concern as to how they are impacted by academic failure. However, there is evidence to suggest that young children can indeed be negatively affected by failure experiences. Implicit theories of intelligence can provide individuals with a framework by which to perceive failure, though little is known about when these theories begin to develop. The current study explores whether children as young as three and a half to four years of age demonstrate patterns indicative of incremental or entity theories of intelligence as a response to challenge following failure. Children worked on a series of puzzles, some of which were impossible to solve. Children then chose puzzles to do again and provided reasons for their choices. Procedures were adapted from Smiley and Dweck (1994), with an added feedback condition of effort or ability. Descriptive comparisons confirmed the hypotheses that children would differ in their approach to challenge following failure; children who chose to approach challenge more often chose insoluble puzzles and those who avoided challenge more often chose soluble puzzles. In addition, challenge approach children expressed less performance concern, negative self-evaluation, and disengagement than children who avoided challenge. Finally, children who received ability related feedback more often chose soluble puzzles than those who received effort feedback. This study suggests that even at three and half years old, children react differently to achievement related information. It is possible that at this time, children are in the process of developing implicit theories of intelligence that could direct their future cognitions, affect, and behavior in the classroom. ACKNOWLEDGEMENTS First, I would like to thank my advisor, Dr. Kathleen Moritz Rudasill, for taking me under her wing in my second semester here and providing continued mentoring and support throughout my program. I also want to thank Dr. Roger Bruning for taking time out of his summer to be my second reader. Lastly, I'd like to thank Amanda Prokasky, program coordinator on the Toddler Sleep Study, for her tireless recruitment, without which my study would not have been possible.

برای دانلود متن کامل این مقاله و بیش از 32 میلیون مقاله دیگر ابتدا ثبت نام کنید

ثبت نام

اگر عضو سایت هستید لطفا وارد حساب کاربری خود شوید

منابع مشابه

The Role of Implicit Intelligence Theories, Supporting Autonomy and Epistemological Beliefs in Predicting Academic Engagement of Students

Introduction: The purpose of this study was to investigate the implicit intuition of theories, support for autonomy and epistemological beliefs in predicting academic engagement among students. Methods: The research method was descriptive correlational. The statistical population of this study consisted of all students of Payame Noor University of Tabriz in the academic year of 2017-2018. Accor...

متن کامل

The effects of verbal information on children's fear beliefs about social situations.

Two experiments explored the role of verbal information in changing children's fear-related beliefs about social situations. In Experiment 1, 118 6- to 8- and 12- to 13-year-olds heard positive, negative, or no information about individuals' experiences of three social situations. Fear beliefs regarding each situation were assessed before and after this manipulation. Verbal information had no s...

متن کامل

The relationship between epistemological beliefs, implicit theories of intelligence, and self-regulated learning among Norwegian postsecondary students.

BACKGROUND More empirical work is needed to examine the dimensionality of personal epistemology and relations between those dimensions and motivational and strategic components of self-regulated learning. In particular, there is great need to investigate personal epistemology and its relation to self-regulated learning across cultures and academic contexts. Because the demarcation between perso...

متن کامل

What Predicts Children's Fixed and Growth Intelligence Mind-Sets? Not Their Parents' Views of Intelligence but Their Parents' Views of Failure.

Children's intelligence mind-sets (i.e., their beliefs about whether intelligence is fixed or malleable) robustly influence their motivation and learning. Yet, surprisingly, research has not linked parents' intelligence mind-sets to their children's. We tested the hypothesis that a different belief of parents-their failure mind-sets-may be more visible to children and therefore more prominent i...

متن کامل

Implicit theories concerning the intelligence of individuals with Down syndrome

Studies over the past three decades have shown that learning difficulties are not only determined by neurological disorders, but also by motivational and/or socio-cognitive factors Among these factors, implicit theories of intelligence (also referred to as conceptions, mindsets or beliefs about intelligence) are key elements. The belief that intelligence is fixed (entity theory), as opposed to ...

متن کامل

Influence of smoking cues in movies on children's beliefs about smoking.

OBJECTIVE Experimental research has revealed that short exposure to movie smoking affects beliefs about smoking in adolescents. In this study, we tested that association in children. METHODS In 2 experiments, participants were exposed to either a cartoon or family-oriented movie and randomly assigned to 20-minute segments with or without smoking characters. Data collection took place at eleme...

متن کامل

ذخیره در منابع من


  با ذخیره ی این منبع در منابع من، دسترسی به آن را برای استفاده های بعدی آسان تر کنید

برای دانلود متن کامل این مقاله و بیش از 32 میلیون مقاله دیگر ابتدا ثبت نام کنید

ثبت نام

اگر عضو سایت هستید لطفا وارد حساب کاربری خود شوید

عنوان ژورنال:

دوره   شماره 

صفحات  -

تاریخ انتشار 2016