Conceptions of Ability and Intelligence

Nicholls, John G.; Patashnick, Michael; Mettetal, Gwendolyn

doi:10.1111/j.1467-8624.1986.tb00233.x

Cited by 12 publications

(7 citation statements)

References 8 publications

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“…These different patterns also emerged during adolescence, when beliefs about intelligence appear to crystallize and become more coherent (see, e.g., Dweck, 2002; Nicholls & Miller, 1983; Nicholls, Patashnick, & Mettetal, 1986; Pomerantz & Ruble, 1997). As these conceptions of intelligence develop, they may begin to form a constellation with students' goals, beliefs about effort, attributions, and responses to challenge.…”

Section: Discussionmentioning

confidence: 99%

Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention

2007

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Two studies explored the role of implicit theories of intelligence in adolescents' mathematics achievement. In Study 1 with 373 7th graders, the belief that intelligence is malleable (incremental theory) predicted an upward trajectory in grades over the two years of junior high school, while a belief that intelligence is fixed (entity theory) predicted a flat trajectory. A mediational model including learning goals, positive beliefs about effort, and causal attributions and strategies was tested. In Study 2, an intervention teaching an incremental theory to 7th graders (N=48) promoted positive change in classroom motivation, compared with a control group (N=43). Simultaneously, students in the control group displayed a continuing downward trajectory in grades, while this decline was reversed for students in the experimental group.

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Section: Discussionmentioning

confidence: 99%

Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention

2007

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“…Experience with Logo did not seem to alter children's conceptions of the role and nature of errors or to bring about other notable epistemological changes. Rather, children appeared to associate intelligence with knowing answers (Nicholls, Patashnick, & Mettetal, 1986), a position that left little room for viewing mistakes with equanimity. Similarly, children evaluated all forms of computer-assisted instruction very positively without according privileged status to any particular combination of methods and software.…”

Section: Discussionmentioning

confidence: 99%

Comparative study of the cognitive consequences of inquiry-based Logo instruction.

Lehrer¹,

Guckenberg²,

Lee³

1988

Journal of Educational Psychology

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Forty-five third-grade children were assigned randomly to one of two Logo-based instructional conditions or to a third problem-solving software control condition. In all instructional conditions we used inquiry-based methods; the two Logo conditions varied with respect to how children applied their knowledge of Logo. One application emphasized general thinking skills; the second, knowledge of geometry. A tripartite division of information processes into cognitive, metacognitive, and epistemic facets guided the subsequent analysis of the influences of Logo on the development of intellect. Results suggested that children receiving instruction in either Logo condition solved a planning task more efficiently and developed more dynamic descriptions of geometric concepts than did their peers in the control condition. Children learning geometry with Logo also demonstrated increased metacognitive skills. However, we observed no effects for measures of epistemic knowledge or attitude toward computing. A measure of working memory proved predictive of mastery of Logo. We conclude that Logo fulfills some of its earlier promise in carefully crafted educational settings.

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“…Nicholls found limitations in the traditions of both personality and social psychology. He began his studies of achievement motivation by challenging social psychologists' preference for attribution theory (e.g., Nicholls, 1975, 1976a, 1978, 1979, 1980; Nicholls & Miller, 1983, 1984, 1985; Nicholls, Patashnick, & Mettetal, 1986). Specifically, Nicholls and his colleagues conducted a series of developmental studies that collectively revealed the fact that attributions like ability, effort, task difficulty, luck, and skill are not easily understood by children and are unlikely to mean the same things to everyone.…”

Section: Confounds In Educational Psychologymentioning

confidence: 99%

Fifth graders' achievement orientations and beliefs: Individual and classroom differences.

Thorkildsen

Nicholls²

1998

Journal of Educational Psychology

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Thirty classes of 5th graders (10-year-olds) were surveyed to see if children's criteria for success (motivational orientations), beliefs about the causes of success, and perceptions of teachers' expectations involved the coordination of personal values and contextual norms. Classes as well as individuals have distinct motivational personalities: For both levels of analysis, Task Orientation was associated with beliefs that Interest and Effort cause success, whereas Ego Orientation was associated with beliefs that Competitiveness causes success. However, 5th graders distinguished their own motivational orientations from the values promoted in their educational environment. Profiles of orientations, beliefs, and perceptions of teachers' expectations were unique for classes, boys, and girls. Boys had more limited perceptions of classroom expectations than girls. Girls had more limited perceptions of their motivational identities than boys.

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Conceptions of Ability and Intelligence

Cited by 12 publications

References 8 publications

Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention

Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention

Comparative study of the cognitive consequences of inquiry-based Logo instruction.

Fifth graders' achievement orientations and beliefs: Individual and classroom differences.

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