Teachers' implicit theories of intelligence: influences from different disciplines and scientific theories

A sample of 226 Swedish high school teachers from various knowledge domains completed self-report measures of intelligence regarding implicit theories and scientific theories of intelligence. A mixed ANOVA showed that teachers from language, social science and practical disciplines had a significant...

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Bibliographic Details
Published in:European journal of teacher education 2012-11, Vol.35 (4), p.387-400
Main Authors: Jonsson, Anna-Carin, Beach, Dennis, Korp, Helena, Erlandson, Peter
Format: Article
Language:English
Subjects:
Comparative Analysis
Experienced Teachers
Foreign Countries
High Schools
implicit theories of intelligence
Intelligence
Language Teachers
Mathematics Teachers
Measures (Individuals)
motivation
naive theories
Pedagogics
Pedagogik
Secondary School Teachers
Social Sciences
Statistical Analysis
Sweden
Teacher Attitudes
teacher education
teacher effectiveness
Teaching Experience
Theories
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Summary:A sample of 226 Swedish high school teachers from various knowledge domains completed self-report measures of intelligence regarding implicit theories and scientific theories of intelligence. A mixed ANOVA showed that teachers from language, social science and practical disciplines had a significant preference for an incremental theory of intelligence compared to an entity theory of intelligence whilst the teachers in mathematics did not. One of the conclusions was that entity theories of intelligence may be more pronounced among teachers in mathematics. Second there is a significant relation between naïve beliefs in intelligence as fixed and inborn, entity theories, and the scientific g-factor theory. Last, it was the oldest and most experienced and youngest and least experienced teachers who preferred an entity theory of intelligence the most.
ISSN:0261-9768
1469-5928
1469-5928
DOI:10.1080/02619768.2012.662636