This ComPADRE record has not been chosen for inclusion into the Open Source Physics collection.
If you feel this record should be included, you may contact the editor using our feedback form.
written by
Lisa S. Blackwell, Kali H. Trzesniewski, and Carol Dweck
Two studies explored the role of implicit theories of intelligence in adolescents' mathematics achievement. In Study 1 with 373 7th graders, the belief that intelligence is malleable (incremental theory) predicted an upward trajectory in grades over the two years of junior high school, while a belief that intelligence is fixed (entity theory) predicted a flat trajectory. A mediational model including learning goals, positive beliefs about effort, and causal attributions and strategies was tested. In Study 2, an intervention teaching an incremental theory to 7th graders (N=48) promoted positive change in classroom motivation, compared with a control group (N=43). Simultaneously, students in the control group displayed a continuing downward trajectory in grades, while this decline was reversed for students in the experimental group.
<a href="https://www.compadre.org/OSP/items/detail.cfm?ID=16102">Blackwell, L, K. Trzesniewski, and C. Dweck. "Implicit Theories of Intelligence Predict Achievement across an Adolescent Transition: A Longitudinal Study and an Intervention." Child Dev. 78, no. 1, (January 1, 2007): 246-263.</a>
L. Blackwell, K. Trzesniewski, and C. Dweck, Implicit Theories of Intelligence Predict Achievement across an Adolescent Transition: A Longitudinal Study and an Intervention, Child Dev 78 (1), 246 (2007), <http://www.jstor.org/stable/4139223>.
Blackwell, L., Trzesniewski, K., & Dweck, C. (2007, January 1). Implicit Theories of Intelligence Predict Achievement across an Adolescent Transition: A Longitudinal Study and an Intervention. Child Dev, 78(1), 246-263. Retrieved December 7, 2023, from http://www.jstor.org/stable/4139223
Blackwell, L, K. Trzesniewski, and C. Dweck. "Implicit Theories of Intelligence Predict Achievement across an Adolescent Transition: A Longitudinal Study and an Intervention." Child Dev. 78, no. 1, (January 1, 2007): 246-263, http://www.jstor.org/stable/4139223 (accessed 7 December 2023).
Blackwell, Lisa S., Kali H. Trzesniewski, and Carol Dweck. "Implicit Theories of Intelligence Predict Achievement across an Adolescent Transition: A Longitudinal Study and an Intervention." Child Dev 78.1 (2007): 246-263. 7 Dec. 2023 <http://www.jstor.org/stable/4139223>.
@article{
Author = "Lisa S. Blackwell and Kali H. Trzesniewski and Carol Dweck",
Title = {Implicit Theories of Intelligence Predict Achievement across an Adolescent Transition: A Longitudinal Study and an Intervention},
Journal = {Child Dev},
Volume = {78},
Number = {1},
Pages = {246-263},
Month = {January},
Year = {2007}
}
%A Lisa S. Blackwell %A Kali H. Trzesniewski %A Carol Dweck %T Implicit Theories of Intelligence Predict Achievement across an Adolescent Transition: A Longitudinal Study and an Intervention %J Child Dev %V 78 %N 1 %D January 1, 2007 %P 246-263 %U http://www.jstor.org/stable/4139223 %O text/html
%0 Journal Article %A Blackwell, Lisa S. %A Trzesniewski, Kali H. %A Dweck, Carol %D January 1, 2007 %T Implicit Theories of Intelligence Predict Achievement across an Adolescent Transition: A Longitudinal Study and an Intervention %J Child Dev %V 78 %N 1 %P 246-263 %8 January 1, 2007 %U http://www.jstor.org/stable/4139223
Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Record Link
Save to my folders
