“Einstein Worked his Socks off”. Conceptions of Intelligence in University Teaching Staff

IF 1.1 Q4 PSYCHOLOGY, EDUCATIONAL
J. A. Matías-García, R. Cubero-Pérez
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引用次数: 2

Abstract

There is vast amount of research that links implicit theories of intelligence with several learning-relevant variables in both learners and teachers alike. However, there is a gap in the literature, as there is almost no research done with university teachers.   Furthermore, most scientific research polarizes incremental and fixed views of intelligence in spite of data that show there is heterogeneity in participants’ views.  This study explores the implicit theories of intelligence of university teachers (N = 20), employing a category system for the analysis of semi-structured interviews designed to capture heterogeneity. Participants were asked to express their opinion about several small vignettes regarding intelligence. The number of participants’ explanations related to intelligence and the complexity in their argumentation was considered.  Results show differences in both measures among different fields of knowledge and gender, but not in relation to years of teaching experience. Future implications for research, intervention, and implicit theories measurement are discussed.
“爱因斯坦拼命工作”。高校教师的智力观念
大量的研究将智力的内隐理论与学习者和教师的几个学习相关变量联系起来。然而,文献中存在空白,因为几乎没有对大学教师进行研究。此外,尽管数据显示参与者的观点存在异质性,但大多数科学研究还是将增量和固定的智力观点两极分化。本研究探讨了大学教师(N=20)的内隐智力理论,采用类别系统对旨在捕捉异质性的半结构化访谈进行分析。参与者被要求就几个关于智力的小插曲发表自己的看法。考虑了参与者与智力相关的解释数量以及他们论证的复杂性。结果显示,不同知识领域和性别在这两项指标上存在差异,但与教学经验年限无关。讨论了研究、干预和内隐理论测量的未来意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
1.90
自引率
0.00%
发文量
13
审稿时长
8 weeks
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