Have you ever thought why some people are better at handling demands of academic work? Do you think they are more intelligent than others? Do you think some people get more intelligent in time?
Even if we are not always aware, we hold beliefs about intelligence that answer these questions and guide our behaviors. These beliefs of intelligence carry a great deal of importance in the way we act and evaluate ourselves or others.
Since these beliefs are mostly implicit and poorly articulated, behavioral scientists have done many studies to identify them and map out their effects. Dweck and her colleagues were among the first to purpose that individuals differ in whether they conceive intelligence as a trait of personality that can be improved or cannot be improved because it is fixed.
Even if we are not always aware, we hold beliefs about intelligence that answer these questions and guide our behaviors. These beliefs of intelligence carry a great deal of importance in the way we act and evaluate ourselves or others.
Since these beliefs are mostly implicit and poorly articulated, behavioral scientists have done many studies to identify them and map out their effects. Dweck and her colleagues were among the first to purpose that individuals differ in whether they conceive intelligence as a trait of personality that can be improved or cannot be improved because it is fixed.
This is a valid fact for your students as well. Whichever category your students fall into, it reveals implications about the ways they cope with the problems they face. By knowing your students' implicit beliefs, you can understand what they go through and you can better help them. Even when students show equal intellectual ability, their beliefs about intelligence shape their responses to academic challenges. We will look into implicit beliefs that influence students' inferences, judgments, and reactions to their academic lives.
First, we will start with two theories: Incremental Theory and Entity Theory.
First, we will start with two theories: Incremental Theory and Entity Theory.
