This study is an investigation of the correlation between Grade 9 students’ self-theories of their intelligence and their tendency for intellectual engagement. Individuals have been shown to self-identify, with respect to their self-theories of intelligence as either entity theorists (who think of their own intelligence as fixed and fairly unchangeable), or incremental theorists (who think of their intelligence as malleable and able to be increased over time). Previous research has shown that individuals have a strong tendency to self-select one or the other of these theoretical frameworks. This study examined the correlation of this identification with individuals’ tendency to become intellectually engaged in their learning. Other demographic factors were also explored. A moderate correlation between students’ self-theory of their intelligence and their tendency for intellectual engagement was demonstrated. In this study, female students showed a higher proportion of an incremental self-theory of intelligence than males.
Implications for educational leadership and classroom planning and instruction were explored
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:MWU.1993/22304 |
| Date | 13 December 2013 |
| Creators | Karras, John |
| Contributors | Wallin, Dawn (Educational Administration, Foundations and Psychology), Cranston, Jerome (Educational Administration, Foundations and Psychology) Straw, Stan (Curriculum, Teaching and Learning) |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Detected Language | English |
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