Teachers’ implicit view of intelligence predict pupils’ self-perception as learners

Pretzlik, Ursula; Olsson, Jenny; Nabuco, Maria Emília; Cruz, María Isabel González

doi:10.1016/j.cogdev.2003.09.008

Cited by 20 publications

(14 citation statements)

References 4 publications

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“…Regression analyses also showed that phoneme manipulation predicted all mathematics and some science assessments as well at age 7, though generally less strongly than they predicted reading. This profuse predictive power for phoneme manipulation for science and maths may be because teacher assessments of general ‘ability’ are often closely related to underlying literacy skills (Pretzlik, Olsson, Nabuco, & Cruz, 2003).…”

Section: Discussionmentioning

confidence: 99%

Phoneme manipulation not onset‐rime manipulation ability is a unique predictor of early reading

Savage

Carless²

2005

Child Psychology Psychiatry

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Section: Discussionmentioning

confidence: 99%

Phoneme manipulation not onset‐rime manipulation ability is a unique predictor of early reading

Savage

Carless²

2005

Child Psychology Psychiatry

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“…However, even without information on the standard of comparison, item wording can offer valid anchors for relative judgments. ChamorroPremuzic, Arteche, and Furnham (2009) asked teachers to judge students' intelligence in reference to a general comparison group such as their age group, whereas Pretzlik et al (2003) inquired judgments with reference to the corresponding class. Freund and Kasten (2011) found that students' self-assessments of their cognitive abilities were more accurate with interpersonally referenced scales than judgments on absolute judgment scales without reference.…”

Section: Judgment Characteristicsmentioning

confidence: 99%

“…Cognitive abilities mark one of the most important aspects of learning preconditions (e.g., Deary, Strand, Smith, & Fernandes, 2007) and are estimated at least implicitly by their teachers on an every-day-basis (Pretzlik, Olsson, Nabuco, & Cruz, 2003). In this study, we want to extend the meta-analytic overview of teachers' judgment accuracy onto their students' cognitive abilities and put it into perspective.…”

Section: Introductionmentioning

confidence: 99%

Accuracy of teachers' judgments of students' cognitive abilities: A meta-analysis

Machts

Kaiser

Schmidt

et al. 2016

Educational Research Review

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“…This indicates some divergence, either in abilities or expressed creative interests, or both. This is of highest importance to education generalists because teachers exert significant influence on children (e.g., Hattie, 2009) and also seem to more highly value verbal ability than mathematical ability (Pretzlik, Olsson, Nabuco, & Cruz, 2003). Future teachers' views on creativity inform us to take care and keep in mind the necessarily biased and participant group bound creativity interpretations.…”

Section: Discussionmentioning

confidence: 99%

Word knowledge as predictive of linguistic creative behaviors

2015

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Without a poem, a short story, a novel, an article, or any other literary product, there is no author -or reader, as Lindauer (2009) stated. Throughout history, writers were the beacons of literacy. Because contemporary societal dissemination of basic literacy is commonly bound to the role of a teacher, a teacher's role may overlap with that of a writer-and may extend beyond literacy into linguistic creative behaviors. This study aims to explore linguistic creative behavior in future teachers and its relationships with the objectively measured word knowledge and creativity selfassessments. This is of importance to psychology of creativity because there has been insufficient research directly examining the role of domain-relevant processes such as word knowledge, in the production of linguistic creative work.Consuming nonveridical literary representations is a major activity in developed nations. Nettle (2009) The aim of this study was to explore the predictive validity of word knowledge as one of the hypothesized domain-relevant components for linguistic creativity. The study included 99 students of university teacher studies in their fourth and fifth (final) year of study, aged 22 to 24, from one city in the Republic of Croatia. The instruments used in this study included a word knowledge test (VerT) and a questionnaire on general creativity self-assessments, as well as specific, behaviorally operationalized linguistic creativity focusing on productivity (Linguistic Creativity Scale, LCS-15; α = .84), and other reading and writing related measures. The results showed that the broad factors of self-assessed Artistic and Everyday Creativity combined with the corresponding tested verbal domain specific knowledge of the infrequent words descriptive of social statuses and processes, significantly predicted the behaviorally operationalized linguistic creativity score . This suggests that not only what one generally believed of oneself and one's creativity, but also what one objectively and specifically knew, significantly predicted the linguistic creative productivity. This study adds to the currently lacking knowledge on the role of domain-relevant processes, such as domain-specific verbal knowledge, in linguistic creative work.

show abstract

Teachers’ implicit view of intelligence predict pupils’ self-perception as learners

Cited by 20 publications

References 4 publications

Phoneme manipulation not onset‐rime manipulation ability is a unique predictor of early reading

Phoneme manipulation not onset‐rime manipulation ability is a unique predictor of early reading

Accuracy of teachers' judgments of students' cognitive abilities: A meta-analysis

Word knowledge as predictive of linguistic creative behaviors

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