Implicit Theories Of Intelligence And Adolescent Transition : A Longitudinal Study And An Intervention

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Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention This peer reviewed journal examines the aspects on the theories of intelligence in adolescents’ mathematics achievement. With this in mind, the 2 studies debate on incremental theory versus entity theory and an intervention teaching regarding positive change. Therefore, psychologist will try to prove with this longitudinal study that with time intelligence can be change during adolescence. The study is tested on junior high school students resulting on a downward or upward change on grades. Regarding study number 1, it is essential because psychologist are exploring the significant theories of intelligence being adaptable. In other words adolescents being a special period of the lifespan it is an important moment in life to shape the learning capacity for a better future outcome. Correspondingly, the other part of the study is that others belief that intelligence is fixed. That once you have reach a certain age in witch you stop growing mentally, your intellectual capacity will be the same until you die. Under this circumstances, this experiment is especially important to study during early adolescence because it will demonstrate that an adolescent intelligence will improve. “This research confirms that adolescents who endorse more of an incremental theory of malleable intelligence …, boosting mathematics achievement over the junior high school

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