Thesis
Incremental theories of intelligence increase sense of belonging and academic achievement
Washington State University
Master of Science (MS), Washington State University
2017
Handle:
https://hdl.handle.net/2376/100739
Abstract
Students' theories of intelligence range from the belief that intelligence is malleable (incremental) to believing intelligence is fixed (entity). While ample evidence suggests that an incremental view predicts greater academic success compared to an entity view, less is known about the mechanisms underlying this relationship. We proposed that an incremental theory of intelligence would lead to increased feelings of belongingness, in turn, leading to greater sustained learning in math. Six hundred and fifty-seven high school math students completed two computer-based math tutorials, a set of questionnaires, and a test of sustained learning one week later. As hypothesized, a stronger incremental perspective, compared to an entity perspective, was more beneficial for students' learning through their feelings of belongingness to the math domain. This suggests that adopting an incremental view can help students' learning by inspiring feelings of belongingness in a math setting.
Metrics
33 File views/ downloads
39 Record Views
Details
- Title
- Incremental theories of intelligence increase sense of belonging and academic achievement
- Creators
- Jordan Jean Vossen
- Contributors
- Joyce Ehrlinger (Degree Supervisor)
- Awarding Institution
- Washington State University
- Academic Unit
- Psychology, Department of
- Theses and Dissertations
- Master of Science (MS), Washington State University
- Publisher
- Washington State University; [Pullman, Washington] :
- Identifiers
- 99900525161701842
- Language
- English
- Resource Type
- Thesis