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Teachers’ implicit theories of intelligence: influences from different disciplines and scientific theories
Högskolan i Borås, Institutionen för pedagogik.
Högskolan i Borås, Institutionen för pedagogik.
University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. (Barn- och ungdomsvetenskapliga forskningsmiljön)ORCID iD: 0000-0002-0127-0999
Högskolan i Borås, Institutionen för pedagogik.
2012 (English)In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 35, no 4, p. 387-400Article in journal (Refereed) Published
Abstract [en]

A sample of 226 Swedish high school teachers from various knowledge domains completed self-report measures of intelligence regarding implicit theories and scientific theories of intelligence. A mixed ANOVA showed that teachers from language, social science and practical disciplines had a significant preference for an incremental theory of intelligence compared to an entity theory of intelligence whilst the teachers in mathematics did not. One of the conclusions was that entity theories of intelligence may be more pronounced among teachers in mathematics. Second there is a significant relation between naïve beliefs in intelligence as fixed and inborn, entity theories, and the scientific g-factor theory. Last, it was the oldest and most experienced and youngest and least experienced teachers who preferred an entity theory of intelligence the most

Place, publisher, year, edition, pages
Taylor & Francis Group, 2012. Vol. 35, no 4, p. 387-400
Keywords [en]
naive theories, intelligence
National Category
Social Sciences
Research subject
SOCIAL SCIENCE, Pedagogics
Identifiers
URN: urn:nbn:se:hv:diva-4198DOI: 10.1080/02619768.2012.662636ISI: 000309700800002Scopus ID: 2-s2.0-84874342329OAI: oai:DiVA.org:hv-4198DiVA, id: diva2:509507
Available from: 2012-03-13 Created: 2012-03-13 Last updated: 2017-12-07Bibliographically approved

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Korp, Helena

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