An Evaluation of an Intervention to Change First-Year Psychology Students' Theory of Intelligence

Autor/in	Skipper, Yvonne
Titel	An Evaluation of an Intervention to Change First-Year Psychology Students' Theory of Intelligence
Quelle	In: Psychology Teaching Review, 21 (2015) 2, S.69-80 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-948X
Schlagwörter	Program Evaluation; Intervention; College Freshmen; Psychology; Knowledge Level; Intelligence; Control Groups; Comparative Analysis; Attitude Measures; Learning Processes; Foreign Countries; Mixed Methods Research; Questionnaires; Statistical Analysis; United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Studienanfänger; Psychologie; Wissensbasis; Intelligenz; Klugheit; Learning process; Lernprozess; Ausland; Fragebogen; Statistische Analyse
Abstract	Some people hold an entity theory of intelligence: they think of intelligence as innate. In contrast, others hold an incremental theory, believing that intelligence can be changed. Previous research has shown that an incremental theory is associated with positive outcomes. The aim of this paper was to evaluate an intervention which promoted an incremental view of intelligence in first-year university students. Thirty-five students were shown a presentation which discussed research promoting an incremental view of intelligence (intervention group). Forty-four students were shown a presentation which discussed research on memory (control group). Participants completed measures of theory of intelligence, goals and behavioural intentions before and after the presentation. Results suggested that the intervention had been successful in promoting an incremental view of intelligence and thus positive learning behaviours. Interventions such as this may therefore have a positive impact on student success at university. (As Provided).
Anmerkungen	British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail: directmail@bps.org.uk; Web site: http://www.bps.org.uk/ptr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01