General and domain-specific beliefs about intelligence, ability, and effort among preservice and practicing teachers
TATE Volume 59, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
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.
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.