This study explored the relationship between theories of intelligence and academic achievement in middle school students taking a science course (N = 87). Analyses of covariance revealed that an intervention designed to teach an incremental theory of intelligence to a group of 7th graders led to a positive change in the students’ theories of intelligence and their level of academic achievement in science class when compared with a control group. Correlational analyses of students’ theories of intelligence, academic self-efficacy, and effort attributions suggested that incremental theories of intelligence are positively related to academic success, self-efficacy and effort. Results suggested that a curriculum designed to support the concept of malleability in students’ intelligence and effort could provide long-term benefits in academic outcomes.
This is a metadata-only record.
Nova Science Publishers
- Date submitted
19 July 2022
- Additional information
William Liming is a public school teacher and graduate alumni at the University of North Georgia. Josh Cuevas is a professor and educational psychologist at the University of North Georgia
Book or Journal Information:
Student Achievement: Perspectives, Assessment and Improvement Strategies, edited by Gary Hughes