NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ831920
Record Type: Journal
Publication Date: 2006-May
Pages: 12
Abstractor: As Provided
Reference Count: 26
ISSN: ISSN-0304-3797
Self-Theories of Intelligence of Engineering Students
Alpay, E.; Ireson, J.
European Journal of Engineering Education, v31 n2 p169-180 May 2006
A questionnaire is developed to gauge the disposition of students towards either an incremental (malleable) or entity (fixed) view of intelligence. The relationships between this self-belief and views on group work/learning and creativity are also evaluated using the questionnaire. Attention is also given to any relationship which may exist between an intelligence self-belief and the general student receptivity to courses which address issues on personal and social awareness, i.e. tuition in psychology principles. The results of the study indicate that there is considerable variation in the self-beliefs of intelligence of the sample group considered, and that an incremental view of intelligence is more likely to lead to favourable views of the benefits of group (team) work and some psychological understanding, as well as a more optimistic view of, and nurture orientation towards, the creative potential in a science and engineering context. Thus, in terms of the transferable skills training of engineering students, the findings suggest that opportunities to re-address any fixed (limiting) self-beliefs may improve the efficacy of any subsequent skills training programme. (Contains 2 tables.)
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)