An evaluation of an intervention to change first-year psychology students’ theory of intelligence

Skipper, Y. (2015) An evaluation of an intervention to change first-year psychology students’ theory of intelligence. Psychology Teaching Review, 21(2), pp. 69-80.

Abstract

Some people hold an entity theory of intelligence: they think of intelligence as innate. In contrast, others hold an incremental theory, believing that intelligence can be changed. Previous research has shown that an incremental theory is associated with positive outcomes. The aim of this paper was to evaluate an intervention which promoted an incremental view of intelligence in first-year university students. Thirty-five students were shown a presentation which discussed research promoting an incremental view of intelligence (intervention group). Forty-four students were shown a presentation which discussed research on memory (control group). Participants completed measures of theory of intelligence, goals and behavioural intentions before and after the presentation. Results suggested that the intervention had been successful in promoting an incremental view of intelligence and thus positive learning behaviours. Interventions such as this may therefore have a positive impact on student success at university.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Skipper, Dr Yvonne
• Authors: Skipper, Y.
• College/School: College of Social Sciences > School of Education; College of Social Sciences > School of Education > People, Place & Social Change
• Journal Name: Psychology Teaching Review
• Publisher: The British Psychological Society
• ISSN: 0965-948X
• Copyright Holders: Copyright © 2015 The British Psychological Society
• First Published: First published in Psychology Teaching Review 21(2): 69-80
• Publisher Policy: Reproduced in accordance with the publisher copyright policy