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ERIC Number: EJ1146563
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0965-948X
An Evaluation of an Intervention to Change First-Year Psychology Students' Theory of Intelligence
Skipper, Yvonne
Psychology Teaching Review, v21 n2 p69-80 Aut 2015
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.
British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Great Britain)
Grant or Contract Numbers: N/A