Student beliefs about intelligence: Relationship to learning

Glenda Stump; Jenefer Husman; Wen Ting Chung; Aaron Done

doi:10.1109/FIE.2009.5350426

Student beliefs about intelligence: Relationship to learning

Glenda Stump, Jenefer Husman, Wen Ting Chung, Aaron Done

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

9 Scopus citations

Abstract

This study examined the relationship between engineering students' beliefs about intelligence and their self-efficacy for learning course material, their perceived use of deep learning strategies such as collaboration and knowledge building behaviors, and their course grade. Our results showed that self-efficacy, perceived use of collaborative learning strategies, and adaptive personal beliefs about intelligence were predictive of students' use of knowledge building behaviors. Intelligence beliefs were not predictive of course grade. These results contribute to the body of knowledge demonstrating the utility of these motivational concepts for understanding post secondary engineering students' effort and achievement; our results also provide important direction for educators, demonstrating the need to support incremental views of intelligence among engineering students.

Original language	English (US)
Title of host publication	39th Annual Frontiers in Education Conference
Subtitle of host publication	Imagining and Engineering Future CSET Education, FIE 2009
DOIs	https://doi.org/10.1109/FIE.2009.5350426
State	Published - Dec 1 2009
Event	39th Annual Frontiers in Education Conference: Imagining and Engineering Future CSET Education, FIE 2009 - San Antonio, TX, United States Duration: Oct 18 2009 → Oct 21 2009

Publication series

Name	Proceedings - Frontiers in Education Conference, FIE
ISSN (Print)	1539-4565

Other

Other	39th Annual Frontiers in Education Conference: Imagining and Engineering Future CSET Education, FIE 2009
Country/Territory	United States
City	San Antonio, TX
Period	10/18/09 → 10/21/09

Keywords

Academic achievement
Collaborative learning strategies
Intelligence beliefs
Knowledge-building behaviors
Self-efficacy

ASJC Scopus subject areas

Software
Education
Computer Science Applications

Access to Document

10.1109/FIE.2009.5350426

Cite this

Student beliefs about intelligence: Relationship to learning. / Stump, Glenda; Husman, Jenefer; Chung, Wen Ting et al.
39th Annual Frontiers in Education Conference: Imagining and Engineering Future CSET Education, FIE 2009. 2009. 5350426 (Proceedings - Frontiers in Education Conference, FIE).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Stump, G, Husman, J, Chung, WT & Done, A 2009, Student beliefs about intelligence: Relationship to learning. in 39th Annual Frontiers in Education Conference: Imagining and Engineering Future CSET Education, FIE 2009., 5350426, Proceedings - Frontiers in Education Conference, FIE, 39th Annual Frontiers in Education Conference: Imagining and Engineering Future CSET Education, FIE 2009, San Antonio, TX, United States, 10/18/09. https://doi.org/10.1109/FIE.2009.5350426

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abstract = "This study examined the relationship between engineering students' beliefs about intelligence and their self-efficacy for learning course material, their perceived use of deep learning strategies such as collaboration and knowledge building behaviors, and their course grade. Our results showed that self-efficacy, perceived use of collaborative learning strategies, and adaptive personal beliefs about intelligence were predictive of students' use of knowledge building behaviors. Intelligence beliefs were not predictive of course grade. These results contribute to the body of knowledge demonstrating the utility of these motivational concepts for understanding post secondary engineering students' effort and achievement; our results also provide important direction for educators, demonstrating the need to support incremental views of intelligence among engineering students.",

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AB - This study examined the relationship between engineering students' beliefs about intelligence and their self-efficacy for learning course material, their perceived use of deep learning strategies such as collaboration and knowledge building behaviors, and their course grade. Our results showed that self-efficacy, perceived use of collaborative learning strategies, and adaptive personal beliefs about intelligence were predictive of students' use of knowledge building behaviors. Intelligence beliefs were not predictive of course grade. These results contribute to the body of knowledge demonstrating the utility of these motivational concepts for understanding post secondary engineering students' effort and achievement; our results also provide important direction for educators, demonstrating the need to support incremental views of intelligence among engineering students.

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KW - Intelligence beliefs

KW - Knowledge-building behaviors

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Student beliefs about intelligence: Relationship to learning

Abstract

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Keywords

ASJC Scopus subject areas

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