The purpose of this study was to find out the links among beliefs about intelligence, effort, and performance. In this study, Stipek and Gralinski, tested the hypothesis that was more specific to two subjects: Mathematics and Social Studies.
Participants: 319 students (165 boys and 154 girls): 66 third graders, 119 fourth graders, 75 fifth graders, and 59 sixth graders.
Method: Students completed written questionnaires within the first four months of the school year and later in May and June as well. The questionnaire proctor assured that noone else would see the answers and s(he) was interested in their feelings about the school and school subjects.
Results: The students with fixed mindsets believed that intelligence either facilitates or limits the academic success in all subjects and the results show that these beliefs were stable during the academic year. It was also found that the students did not have subject-specific beliefs about performance.
Stipek and Gralinski (1996) state that, "Students who believed that ability and performance are relatively stable and that intelligence affects performance were, as mentioned earlier, relatively more concerned about performance, and students who were concerned about performance claimed to use more superficial strategies for completing classroom tasks" (p. 405).
The results of this study is important in terms of understanding students' mindsets. Getting to know students' mindsets and promoting a growth mindset will help them try harder to achieve academic tasks since they will know that they can do anything if they put forth enough effort.
For further reading: Stipek, D. & Gralinski, J. H. (1996). Children's Beliefs About Intelligence and School Performance. Journal of Educational Psychology, 88 (3), 397-407.
Click here to continue with Study #3.
Participants: 319 students (165 boys and 154 girls): 66 third graders, 119 fourth graders, 75 fifth graders, and 59 sixth graders.
Method: Students completed written questionnaires within the first four months of the school year and later in May and June as well. The questionnaire proctor assured that noone else would see the answers and s(he) was interested in their feelings about the school and school subjects.
Results: The students with fixed mindsets believed that intelligence either facilitates or limits the academic success in all subjects and the results show that these beliefs were stable during the academic year. It was also found that the students did not have subject-specific beliefs about performance.
Stipek and Gralinski (1996) state that, "Students who believed that ability and performance are relatively stable and that intelligence affects performance were, as mentioned earlier, relatively more concerned about performance, and students who were concerned about performance claimed to use more superficial strategies for completing classroom tasks" (p. 405).
The results of this study is important in terms of understanding students' mindsets. Getting to know students' mindsets and promoting a growth mindset will help them try harder to achieve academic tasks since they will know that they can do anything if they put forth enough effort.
For further reading: Stipek, D. & Gralinski, J. H. (1996). Children's Beliefs About Intelligence and School Performance. Journal of Educational Psychology, 88 (3), 397-407.
Click here to continue with Study #3.
