Skipper, Y ORCID: https://orcid.org/0000-0001-7011-3439 (2015) An Evaluation of an Intervention to Change First-Year Psychology Students’ Theory of Intelligence. Psychology Teaching Review, 21 (2).

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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.

Item Type: Article
Uncontrolled Keywords: psychology, education, learning and teaching
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Faculty of Natural Sciences > School of Psychology
Depositing User: Symplectic
Date Deposited: 09 Feb 2017 15:00
Last Modified: 24 Apr 2019 09:40
URI: http://eprints.keele.ac.uk/id/eprint/2832

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