Children's Theories of Intelligence
Beliefs, Goals, and Motivation in the Elementary Years
Bibliographic Data
| ID | 10121172 |
|---|---|
| Authors | C Ryan Kinlaw (Duke University, corresponding author), Beth Kurtz-Costes (0000-0003-3026-4413, University of North Carolina at Chapel Hill) |
| Year | 2007 |
| Volume | 134 |
| Issue | 3 |
| Pages | 295-311 |
| Publication date | 2007-07-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of General Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0022-1309 • E-ISSN: 1940-0888 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.3200/genp.134.3.295-312 |
| PMID | 17824400 |
| OpenAlex | W2016875745 |
| Language | EN |
| Citations received | 8 |
| References cited | 25 |
The authors tested a developmental model of children's theories about intelligence in kindergarten, second grade, and fourth grade children by using paper-and-pencil maze tasks. Older children were more likely than younger children to espouse learning goals (e.g., that they preferred difficult mazes to improve their skill), and less likely to espouse performance goals (e.g., that they preferred easy mazes to be successful). Children in all 3 age groups reported stronger beliefs in the malleability of intelligence than the stability of intelligence. In general, the results supported the authors' hypotheses about developmental change in children's theory-like conceptions of intelligence: Beliefs, goals, and motivation were related in expected ways for second and fourth graders more than for kindergartners. The authors discussed contextual influences on children's beliefs and the development of children's conceptualizations of intelligence
Goal theory · Mathematics education · Early Childhood Education and Development · Education, Achievement, and Giftedness · Educational Strategies and Epistemologies · Psychology · Social Psychology
Parent Praise to 1- to 3-Year-Olds Predicts Children's Motivational Frameworks 5 Years Later
Math mindsets in elementary school students
Development of children’s math attitudes
Parent praise to toddlers predicts fourth grade academic achievement via children’s incremental mindsets
Parental intrusive homework support and math achievement
Parenting variables associated with growth mindset
Children’s notions of the malleability of their academic competencies
Intelligence is not just good grades’
Words, Thoughts, and Theories
Changes in Achievement Goal Orientations, Perceived Academic Competence, and Grades across the Transition to Middle-Level Schools
The theory theory
The Development of Ability Conceptions
Developmental Change in Children's Assessment of Intellectual Competence
A social-cognitive approach to motivation and personality.
Children’s Conception of Personality Traits
The development of children’s beliefs about intelligence
Evaluation of the Big-Two-Factor Theory of Academic Motivation Orientations
Differences between Elementary and Middle School Teachers and Students
Person versus process praise and criticism
Information seeking and achievement motivation in middle childhood and adolescence
Motivational processes affecting learning
Praise for intelligence can undermine children's motivation and performance
| Citations per year | 0.44 |
|---|---|
| Citation span | 2008 - 2024 (17) |
| Highly cited | No |