General and domain-specific beliefs about intelligence, ability, and effort among preservice and practicing teachers. (October 2016)

• Record Type: Journal Article
• Authors: Patterson, Meagan M.; Kravchenko, Natasha; Chen-Bouck, Li; Kelley, Jenna A.
• Is Part Of: Teaching and teacher education. Volume 59(2016)
• Page Start: 180
• Page End: 190
• Publication Date: 2016-10
• Subjects: Implicit theories of intelligence -- Teacher beliefs -- Academic domains -- Preservice teachers -- Practicing teachers; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2016.06.004
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: This study examined preservice and practicing teachers' beliefs about factors influencing student academic performance. Participants viewed teacher factors as a more important determinant of academic performance than student or family factors. However, teachers who held a stronger entity view of students' intelligence viewed teachers as less responsible for students' academic performance. Teachers held the most ability-based views of performance in the arts and the most effort-based views of performance in the humanities. General beliefs about intelligence were related to domain-specific beliefs in the areas of basic skills, humanities, and math and science, but not in the arts or physical domains. Highlights: Views of intelligence predicted views of responsibility for student performance. Teachers held the most ability-based views of performance in the arts. Teachers held the most effort-based views of performance in the humanities. Teacher behaviors were seen as most important determinant of academic performance.