Perception of students’ intelligence malleability and potential for future success: Unfavourable beliefs towards girls

Verniers, Catherine; Martinot, Delphine

doi:10.1111/bjep.12073

Cited by 72 publications

(25 citation statements)

References 48 publications

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“…When the general literature was examined, it was found that whilst gender is not a reliable predictor of mindset, men can adopt incremental growth mindsets more than women (Verniers & Martinot, 2015). In terms of the grade level variable, a significant difference was found in favour of 9th Grade between 9th and 5th Grade only in the incremental dimension in children.…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

An analysis of Turkish students’ perception of intelligence from primary school to university

Beyaztaş

Hymer

2016

Gifted Education International

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The aim of this descriptive study was to determine the features of intelligence perceptions according to age, gender, class level, school success level and university departments. Two different scales by Dweck (2000) for both adults and children were translated into Turkish. These scales were then applied to 1350 Turkish students ranging from 4th grade primary school to 4th year university. Results showed that student scores relating to the perception that intelligence is an unchangeable feature in accordance with age, gender, class level, school success level and university departments were higher than the scores relating to the perception that intelligence is a malleable feature. In the terminology of mindset theory, these students were more likely to reveal evidence of fixed than growth mindsets.

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Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

An analysis of Turkish students’ perception of intelligence from primary school to university

Beyaztaş

Hymer

2016

Gifted Education International

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“…There was not a statistically significant difference between males and females for the Turkish students. When the general literature was examined, it was found that gender is not a reliable predictor of mindset [23] With regard to the semi-structured interviews, when the students' answers about perceptions of intelligence are analyzed, it was found that the codes which emerged had parallels in the existing literature [1]; [4] [6]; [24]. One of the most interesting findings is that students (4 Turkish students) stated that being able to understand maths is an indicator of intelligence.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

A Cross-national Study of Student Teachers' Views about Intelligence: Similarities and Differences in England and Turkey

Ilhan-Beyaztas¹,

Dawson²

2017

ujer

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A cross-national descriptive research method was used to explore Turkish and English student teachers' views about intelligence, and the factors which shape them. The "Adult Version of The Implicit Theory of Intelligence Scale" [1], and the Turkish version of this scale [2] were used to investigate the views of 114 English and 201 Turkish students of Primary Education. A semi-structured interview was also used with a sub-group of the students. The findings reveal that the Turkish students, on average, scored more highly in relation to entity intelligence theory than in relation to incremental intelligence theory, and the English students, on average, scored more highly in relation to incremental intelligence theory than to entity intelligence theory. In addition, when comparing the average scores in relation to incremental intelligence theory, the scores of the English students are significantly higher than those of the Turkish students.

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“…However, this does not imply that the latter think that everyone has the same potential: what they think is that each individual can develop his intellectual capacity to the maximum of his own potential (Hong, Chiu, Dweck, Lin, & Wan, 1999;Inglés et al, 2015). Correlational and experimental studies have shown that these mindsets (fixed and growth) encourage students to think, feel, and behave differently (Rattan, Good, & Dweck, 2012;Verniers & Martinot, 2015). Dweck and Leggett (1988) observed that thinking about intelligence in one way or another is related to motivation and self-regulation.…”

Section: Mindsets Frameworkmentioning

confidence: 99%

Improving the perception of intelligence: a short intervention for Secondary School Students.

Medina-Garrido¹,

León²

2017

EJREP

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Perception of students’ intelligence malleability and potential for future success: Unfavourable beliefs towards girls

Abstract: Secondary school students seem to be knowledgeable about a gender stereotype regarding intelligence and potential for academic success which is unfavourable for female students. Implications for students' academic trajectories are discussed.

Cited by 72 publications

References 48 publications

An analysis of Turkish students’ perception of intelligence from primary school to university

An analysis of Turkish students’ perception of intelligence from primary school to university

A Cross-national Study of Student Teachers' Views about Intelligence: Similarities and Differences in England and Turkey

Improving the perception of intelligence: a short intervention for Secondary School Students.

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