Title

Student Achievement: Perspectives, Assessment and Improvement Strategies

Campus

Gainesville

Publication date

2017

Publisher

Nova Science Publishers

Book or Journal Information

Student Achievement: Perspectives, Assessment and Improvement Strategies, edited by Gary Hughes

Keywords

intelligence theory, self-efficacy, effort, intervention, incremental, achievement

Abstract

This study explored the relationship between theories of intelligence and academic achievement in middle school students taking a science course (N = 87). Analyses of covariance revealed that an intervention designed to teach an incremental theory of intelligence to a group of 7th graders led to a positive change in the students’ theories of intelligence and their level of academic achievement in science class when compared with a control group. Correlational analyses of students’ theories of intelligence, academic self-efficacy, and effort attributions suggested that incremental theories of intelligence are positively related to academic success, self-efficacy and effort. Results suggested that a curriculum designed to support the concept of malleability in students’ intelligence and effort could provide long-term benefits in academic outcomes.

Author Biography

William Liming is a public school teacher and graduate alumni at the University of North Georgia. Josh Cuevas is a professor and educational psychologist at the University of North Georgia

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Student Achievement: Perspectives, Assessment and Improvement Strategies

This study explored the relationship between theories of intelligence and academic achievement in middle school students taking a science course (N = 87). Analyses of covariance revealed that an intervention designed to teach an incremental theory of intelligence to a group of 7th graders led to a positive change in the students’ theories of intelligence and their level of academic achievement in science class when compared with a control group. Correlational analyses of students’ theories of intelligence, academic self-efficacy, and effort attributions suggested that incremental theories of intelligence are positively related to academic success, self-efficacy and effort. Results suggested that a curriculum designed to support the concept of malleability in students’ intelligence and effort could provide long-term benefits in academic outcomes.