Ana Costa|Luísa Faria
Implicit Theories of Intelligence and Academic Achievement: A Meta-Analytic Review
Universidade do Porto|Universidade do Porto
current study intended model link implicit theories intelligence iti students academic achievement within metaanalytic review procedure assess studies effect size pearsons correlation coefficient r used review 46 studies 94 effect sizes 412022 students presented lowtomoderate association iti students academic achievement results indicated incremental theorists likely higher grades specific subjects verbal quantitative overall achievement entity beliefs positively associated students specific verbal quantitative domains lower magnitude incremental beliefs moreover moderator effect analyses results indicated link iti students achievement moderated gender moderate association students middle school grade additionally iti assessment based recent versions dwecks scales use specific academic scales instead general iti scales use original measures rather adapted versions strongly moderated link iti achievement moreover students eastern continents asia oceania reported positive association incremental beliefs achievement europe displayed positive link entity beliefs achievement whereas north america presented negative correlations entity perspectives academic achievement metaanalysis updates current evidence supporting direct link iti students academic achievement acknowledges specific effects iti could different academic outcomes