This study evaluated a new teaching module about "Brain and Learning" using a controlled design. The module was implemented in high school biology classes and comprised three lessons: (1) brain processes underlying learning; (2) neuropsychological development during adolescence; and (3) lifestyle factors that influence learning performance. Participants were 32 biology teachers who were interes...

The pedagogical beliefs (e.g., beliefs or "mindsets" concerning the malleability of intelligence) that teachers hold may have a far-reaching impact on their teaching behavior. In general, two basic mindsets can be distinguished with regard to the malleability of intelligence: fixed (entity) and growth (incremental). In this article, we present two studies investigating the associations between ...

Previous work examines the relationships between personality traits and intrinsic/extrinsic motivation. We replicate and extend previous work to examine how personality may relate to achievement goals, efficacious beliefs, and mindset about intelligence. Approximately 200 undergraduates responded to the survey with a 150 participants replicating the study two weeks later. When comparing data fr...

This article investigates the life success at ages 32 and 48 of four categories of males: nonoffenders, adolescence-limited offenders (convicted only at ages 10-20), late-onset offenders (convicted only at ages 21-50), and persistent offenders (convicted at both ages 10-20 and 21-50). In the Cambridge Study in Delinquent Development, 411 South London males have been followed up from age 8 to 48...

Empirical studies into meaning systems surrounding implicit theories of intelligence typically entail two stringent assumptions: that different implicit theories and different effort beliefs represent opposite poles on a single scale, and that implicit theories directly impact the constructs as achievement goals and academic motivations. Through an empirical study based on a large sample of uni...

Previous research showed that individual tendency to believe in conspiracy theories is related to numerous social, personality, and cognitive variables. Moreover, such a tendency may reflect a broader trait for epistemic irrationality, which drives other pseudoscientific and paranormal beliefs. However, the relationship between conspiracy belief and reasoning ability (fluid intelligence; Gf) wa...

Nora Honken holds degrees in industrial engineering from Virginia Tech and Arizona State University. She will receive a PHD in Education Leadership, Foundations and Human Development from the University of Louisville in May 2014. She has held positions in engineering and management for Axxess Technologies, Varian, Amoco and Corning, and has taught in industry, at community college and at the gr...