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

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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.

Acceptance Date Sep 1, 2015
Publication Date Sep 1, 2015
Journal Psychology Teaching Review
Print ISSN 0965-948X
Publisher The British Psychological Society
Keywords psychology, education, learning and teaching
Publisher URL http://shop.bps.org.uk/publications/psychology-teaching-review-vol-21-no-2-autumn-2015.html

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