Assessing Gifted Students' Beliefs about Intelligence with a Psychometrically Defensible Scale

Autor/inn/en	Park, Sunhee; Callahan, Carolyn M.; Ryoo, Ji Hoon
Titel	Assessing Gifted Students' Beliefs about Intelligence with a Psychometrically Defensible Scale
Quelle	In: Journal for the Education of the Gifted, 39 (2016) 4, S.288-314 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3532
DOI	10.1177/0162353216671835
Schlagwörter	Psychometrics; Intelligence Tests; Factor Analysis; Comparative Analysis; Academically Gifted; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10; Grade 11; Age Differences; Gender Differences; Goal Orientation; Theories; Surveys; Beliefs; Regression (Statistics); Virginia; Patterns of Adaptive Learning Survey + Suchen Sie Ihr Suchwort? Psychometry; Psychometrie; Intelligence test; Intelligenztest; Faktorenanalyse; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Zielorientierung; Zielvorstellung; Theory; Theorie; Survey; Umfrage; Befragung; Belief; Glaube; Regression; Regressionsanalyse
Abstract	The psychometric qualities of the six- and eight-item implicit theories of intelligence scales that Dweck suggested were compared using a confirmatory factor analysis with data from 239 gifted students (100 students in Grades 5-7, 139 students in Grades 8-11). The results indicate that the six-item scale fits the data better than the eight-item scale. The factor reliabilities of data from the six-item scale were 0.853 for the entity theory and 0.878 for the incremental theory. We found evidence for measurement invariance across age and gender using measurement and structural invariance tests. Using the scale to investigate the beliefs about intelligence of gifted students and the association between their beliefs about intelligence and goal orientations, we found that the higher the incremental theory held by gifted students, the higher the learning goals they tend to pursue. Older students had a greater tendency to hold an entity theory than younger students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01