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Incremental theories of intelligence in a third grade classroom : an intervention

by Fleig, Amy

Abstract

The present study discusses how teaching methods based on Dweck’s work with implicit theories of intelligence may benefit low-income classroom practices. Past research has experimentally manipulated students’ incremental theories in the short term through praise and in the long term through brain-change oriented instructional interventions. An increase in learning goals and academic achievement has been associated with incremental, or flexible, views of intelligence. This research implemented a four-week literature-based classroom intervention for third grade students to increase incremental mindsets. No relationship was found between condition and theory of intelligence, active engagement strategies, or internal motivation. Post hoc analyses and discussion of limitations offer recommendations for future interventions.

Note

Includes bibliographical references.

Administrative Notes

None

Copyright
Copyright restrictions apply.
Publisher
Colorado College
PID
coccc:5602
Digital Origin
born digital
Extent
54 pages : illustrations
Thesis
Masters of Arts in Teaching -- Colorado College
Thesis Advisor
Waters, Tricia Stanec, Kris
Department/Program
Education
Degree Name
master
Degree Type
Master of Arts in Teaching
Degree Grantor
Colorado College
Date Issued
2011