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Longitudinal changes in college math students’ implicit theories of intelligence

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Abstract

This study examined changes over time in implicit theories of intelligence and their relationships to help-seeking and academic performance. College algebra students completed questionnaires during the second week of classes and 2 weeks before the end of the semester (ns = 159 and 145, respectively; 61 students completed questionnaires at both waves). The questionnaires assessed entity and incremental implicit theories of general and math intelligence (beginning and end of semester) and help-seeking (end of semester). Results indicated that students had more incremental views of general than math intelligence. Further, their views became less incremental over the course of the semester; however, this decrease was greater for math than for general intelligence. Participants who exhibited a stronger incremental theory of general intelligence at the beginning of the semester subsequently reported greater help-seeking during the semester. Finally, students who had more entitative views of math intelligence earned lower course grades.

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  1. Department of Psychology, University of Nebraska at Omaha, 6001 Dodge Street, Omaha, NE, 68182-0274, USA

    Rebecca L. Shively & Carey S. Ryan

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  1. Rebecca L. Shively
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  2. Carey S. Ryan
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Correspondence to Rebecca L. Shively.

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Shively, R.L., Ryan, C.S. Longitudinal changes in college math students’ implicit theories of intelligence. Soc Psychol Educ 16, 241–256 (2013). https://doi.org/10.1007/s11218-012-9208-0

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  • DOI: https://doi.org/10.1007/s11218-012-9208-0

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