Blackwell Lisa S, Trzesniewski Kali H, Dweck Carol Sorich
Columbia University.
Child Dev. 2007 Jan-Feb;78(1):246-63. doi: 10.1111/j.1467-8624.2007.00995.x.
Two studies explored the role of implicit theories of intelligence in adolescents' mathematics achievement. In Study 1 with 373 7th graders, the belief that intelligence is malleable (incremental theory) predicted an upward trajectory in grades over the two years of junior high school, while a belief that intelligence is fixed (entity theory) predicted a flat trajectory. A mediational model including learning goals, positive beliefs about effort, and causal attributions and strategies was tested. In Study 2, an intervention teaching an incremental theory to 7th graders (N=48) promoted positive change in classroom motivation, compared with a control group (N=43). Simultaneously, students in the control group displayed a continuing downward trajectory in grades, while this decline was reversed for students in the experimental group.
两项研究探讨了智力的内隐理论在青少年数学成绩中的作用。在对373名七年级学生进行的研究1中，认为智力是可塑的（增长理论）预测了初中两年成绩的上升轨迹，而认为智力是固定的（实体理论）则预测了成绩的平稳轨迹。测试了一个包括学习目标、对努力的积极信念、因果归因和策略的中介模型。在研究2中，与对照组（N = 43）相比，向七年级学生（N = 48）传授增长理论的干预措施促进了课堂动机的积极变化。同时，对照组学生的成绩持续下降，而实验组学生的成绩下降趋势得到扭转。
