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General and domain-specific beliefs about intelligence, ability, and effort among preservice and practicing teachers
ARTICLE

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TATE Volume 59, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

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.

Citation

Patterson, M.M., Kravchenko, N., Chen-Bouck, L. & Kelley, J.A. (2016). General and domain-specific beliefs about intelligence, ability, and effort among preservice and practicing teachers. Teaching and Teacher Education: An International Journal of Research and Studies, 59(1), 180-190. Elsevier Ltd. Retrieved December 16, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2016.06.004

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