Intelligence-perception scores differ by class year, with fourth-year students more incremental and second-year students more entity-oriented¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Entity and incremental scores differed significantly by class level (F=3,41 and F=3,14, p<.05), while performance and learning goal orientation did not (p=,21 and p=,23). → Beyaztaş 2017

Evidence¶

Beyaztaş 2017¶

Beyaztaş, D. İ., Kaptı, S. B., & Hymer, B. (2017). The Relationship between Student Teachers' Perception of Intelligence and Their Goal Orientation. Universal Journal of Educational Research 5(9): 1519-1528. https://doi.org/10.13189/ujer.2017.050909

q2 · i? · associational · r1

MANOVA across four class levels (N=1409). Tukey tests showed second-year students higher than third-year on entity, and fourth-year students higher than first- and second-year on incremental. The authors interpret this as some students later coming to believe intelligence is malleable.

"According to the MANOVA results, the mean scores of the entity and incremental dimensions show a statistically significant difference in terms of class level (respectively F=3, 41 p<.05, F= 3, 14 p<.05)."

Discussion¶

Related Claims¶

• Incremental theory and performance goal orientation differ across university departments, but entity and learning goal orientation do not — related
• Entity theory correlates positively with performance goal orientation and incremental theory with learning goal orientation among student teachers — related
• Turkish student teachers score higher on entity theory than incremental theory and on performance goal orientation than learning goal orientation — related