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Title: Relationships between theory of intelligence and academic performance in children: Domain differences in the influence of gender and self-esteem variables.
Creator: Sanders, Deborah., Florida Atlantic University, Perry, Louise C.
Abstract/Description: This study examined domain-specific gender differences in children's domain specific theories of intelligence. It was based on Dweck's theory that individuals view intelligence as either fixed (entity theory) or flexible (incremental theory). The hypothesis that the mathematics and verbal domains would differ most for older, brighter girls who are highly sex-typed was confirmed in that more highly sex-typed older girls endorsed more entity-like thinking in the math area. Higher achievement...
Show moreThis study examined domain-specific gender differences in children's domain specific theories of intelligence. It was based on Dweck's theory that individuals view intelligence as either fixed (entity theory) or flexible (incremental theory). The hypothesis that the mathematics and verbal domains would differ most for older, brighter girls who are highly sex-typed was confirmed in that more highly sex-typed older girls endorsed more entity-like thinking in the math area. Higher achievement level was related to more incremental thinking, with gender and domain effects found only among low and not high achievers. Theory interacted with age level in influencing English grades. Also, in terms of examining the effect of perceived competency on academic performance, academic and domain competency but not global self-esteem related to school grades. It was found that girls associated feelings of global self-worth to achievement test scores.
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Date Issued: 1991
PURL: http://purl.flvc.org/fcla/dt/14781
Subject Headings: Intelligence levels, Academic achievement, Students--Self-rating of, Intellect
Format: Document (PDF)

Title: Gender differences in children's domain-specific theories of intelligence: Developmental effects upon academic performance.
Creator: Gaultney, Jane F., Florida Atlantic University, Perry, Louise C.
Abstract/Description: This study examined gender differences in children's domain-specific theories of intelligence. It was based on Dweck's theory that individuals view intelligence as either fixed (entity theory) or flexible (incremental theory). The hypothesis that the mathematics and verbal domains would differ most for older, brighter girls who are highly sex-typed was partially confirmed in that brighter girls endorsed incremental theory more strongly for the verbal than the math area. Incremental theory was...
Show moreThis study examined gender differences in children's domain-specific theories of intelligence. It was based on Dweck's theory that individuals view intelligence as either fixed (entity theory) or flexible (incremental theory). The hypothesis that the mathematics and verbal domains would differ most for older, brighter girls who are highly sex-typed was partially confirmed in that brighter girls endorsed incremental theory more strongly for the verbal than the math area. Incremental theory was generally endorsed more by girls than boys, by more sex-typed than less sex-typed children, and by brighter than more average children. Interactions indicated the sex difference was strongest among less sex-typed bright children, and sex-typing differences greatest among bright boys. Theory of intelligence had little predictive value for academic performance. It was suggested that future research explore whether greater domain variation may occur in children with average intelligence than was evident here for a sample of generally above-average intelligence.
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Date Issued: 1989
PURL: http://purl.flvc.org/fcla/dt/14567
Subject Headings: Intelligence levels, Academic achievement, Students--Self-rating of, Intellect
Format: Document (PDF)

Title: PROFILES OF INTELLECTUAL ABILITIES OF SELECTED STUDENTS ENROLLED IN A GENERAL EDUCATION DIPLOMA PREPARATION PROGRAM (GED).
Creator: NUTT, TRUDI ANN., Florida Atlantic University
Abstract/Description: The purpose of this study was to conduct an examination of the intellectual abilities of forty-seven selected students who had left the traditional high school prior to receiving a diploma and enrolled in a General Education Diploma (G.E.D.) preparation program in Broward County, Florida. The focus of this study was to provide a descriptive profile of the intellectual abilities of one group of dropout/dropin students. The two questions addressed were: (1) What are the intellectual patterns of...
Show moreThe purpose of this study was to conduct an examination of the intellectual abilities of forty-seven selected students who had left the traditional high school prior to receiving a diploma and enrolled in a General Education Diploma (G.E.D.) preparation program in Broward County, Florida. The focus of this study was to provide a descriptive profile of the intellectual abilities of one group of dropout/dropin students. The two questions addressed were: (1) What are the intellectual patterns of groupings that describe the dropout/dropin students' intellectual abilities? (2) What are the implications for future program development for dropouts/dropins by administrators and curriculum designers? The Structure of Intellect Abilities Test, Career and Vocational Form, was the instrument used to gather the data and Q-type factor analytic procedures were used to develop the profiles. The results of this study provided a description of six significantly different groupings (types) of intellectual abilities: Type I was characterized by a strong intellectual abilities profile. Type II was characterized by an erratic-intellectual abilities profile. Type III was characterized by a consistently weak intellectual abilities profile. Type IV was characterized by a relatively strong intellectual abilities profile. Type V was characterized by a very depressed intellectual abilities profile. Unclassified was such a diverse (mixed) grouping. None of the subjects factor loaded with the other five types. This study implies the need for administrators to provide leadership in the establishment of a more individualized curriculum. In addition, administrators and curriculum designers need to restructure their perceptions of and reactions to the dropout student, particularly in regard to their thinking abilities. Educators must accept the reality that intellectual abilities can be defined, diagnosed and developed, enabling more students to successfully complete their secondary education without unnecessary disruption.
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Date Issued: 1983
PURL: http://purl.flvc.org/fcla/dt/11844
Subject Headings: GED tests, High school dropouts--Intelligence levels, High school dropouts--Florida--Broward County
Format: Document (PDF)

Title: Peer reputations as a determinant of gender differences in school outcomes: Evidence for domain-specific effects.
Creator: Gelman, Lisa Borga, Florida Atlantic University, Perry, Louise C.
Abstract/Description: This study explored the impact of peer reputations for academic ability and school-related affect upon fourth- through eighth-graders' academic outcomes. In light of the prevailing stereotypes regarding the differential academic abilities of girls and boys (favoring girls in English, and boys in math and science), it was hypothesized that peer reputations in English would be more predictive of outcomes for girls than for boys, while math and science reputations would be most predictive of...
Show moreThis study explored the impact of peer reputations for academic ability and school-related affect upon fourth- through eighth-graders' academic outcomes. In light of the prevailing stereotypes regarding the differential academic abilities of girls and boys (favoring girls in English, and boys in math and science), it was hypothesized that peer reputations in English would be more predictive of outcomes for girls than for boys, while math and science reputations would be most predictive of boys' outcomes. Peer reputations were found to be predictive of school grades, but not of standardized test scores. Although ability reputations in most areas were predictive of grades for both sexes, modest gender differences were observed which were consistent with hypotheses. Results suggest that children's peer reputations may play an important role in their academic achievement, especially within domains most central to their gender identities. Implications and suggestions for future directions are discussed.
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Date Issued: 2004
PURL: http://purl.flvc.org/fcla/dt/13170
Subject Headings: Academic achievement--Evaluation, Educational evaluation, Intelligence levels, Group work in education
Format: Document (PDF)

Title: Understanding strategy development in gifted and nongifted children: A cross-sectional study.
Creator: Read, Lenore E., Florida Atlantic University, Bjorklund, David F.
Abstract/Description: The present study, a cross-sectional design involving 7 to 10 year olds, analyzed similarities and differences between gifted and nongifted children in spontaneous strategy acquisition through the concept of utilization deficiency (Miller, 1990). Children were classified into four strategic categories: utilizationally deficient, strategic and nonstrategic non-utilizationally deficient, and a new category termed quasi-utilizationally deficient. Strategy development between gifted and nongifted...
Show moreThe present study, a cross-sectional design involving 7 to 10 year olds, analyzed similarities and differences between gifted and nongifted children in spontaneous strategy acquisition through the concept of utilization deficiency (Miller, 1990). Children were classified into four strategic categories: utilizationally deficient, strategic and nonstrategic non-utilizationally deficient, and a new category termed quasi-utilizationally deficient. Strategy development between gifted and nongifted children was compared through a series of sort/recall trials. The targeted strategy was an organizational one which begins to be manifested in middle schoolage children. Additionally, the experiment examined the possible influences of metacognition, IQ, and motivation (e.g., self-attributions and self-efficacy) on the occurrence and outcome of strategy use in these two populations. The use of the strategic classifications proved successful in delineating both differences and similarities between the two groups.
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Date Issued: 1994
PURL: http://purl.flvc.org/fcla/dt/15051
Subject Headings: Gifted children, Cognition in children, Problem solving in children, Intelligence levels--Children
Format: Document (PDF)

Title: Peer reputations and gender differences in academic self-concept.
Creator: Menon, Madhavi, Florida Atlantic University, Perry, Louise C.
Abstract/Description: This study explored the extent and nature of academic peer reputation upon children's academic self-concept. Peer and self-perceptions of academic ability and affect were assessed for the subject domains of English, math, and science in order to investigate the generality of peer reputation influences across academic subject areas, and determine the extent to which gender differences might be evident. Gender differences were hypothesized, and peer reputation was expected to have the most...
Show moreThis study explored the extent and nature of academic peer reputation upon children's academic self-concept. Peer and self-perceptions of academic ability and affect were assessed for the subject domains of English, math, and science in order to investigate the generality of peer reputation influences across academic subject areas, and determine the extent to which gender differences might be evident. Gender differences were hypothesized, and peer reputation was expected to have the most influence on academic self-concept in school domains viewed as gender-normative and thus central to self-concept. MR analyses provided some support for this gender-congruency hypothesis, as it was primarily children's academic ability reputation in gender-congruent areas that was predictive of ability self-concept, and, influential with respect to perceived ability in normative domains. Contrary to expectations, peer affective reputation was more predictive with respect to gender-incongruent domains. Results were interpreted to suggest the dominance of gender-schema consistency concerns in relation to ability perceptions, but contrast effects in relation to school affect.
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Date Issued: 2004
PURL: http://purl.flvc.org/fcla/dt/13179
Subject Headings: Academic achievement--Evaluation, Educational evaluation, Group work in education, Students--Self-rating of, Academic achievement, Intelligence levels, Self-perception
Format: Document (PDF)

Intelligence levels (4)	+ -
Academic achievement (3)	+ -
Students--Self-rating of (3)	+ -
Academic achievement--Evaluation (2)	+ -
Educational evaluation (2)	+ -

Group work in education (2)	+ -
Intellect (2)	+ -
Cognition in children (1)	+ -
GED tests (1)	+ -
Gifted children (1)	+ -
High school dropouts--Florida--Broward County (1)	+ -
High school dropouts--Intelligence levels (1)	+ -
Intelligence levels--Children (1)	+ -
Problem solving in children (1)	+ -
Self-perception (1)	+ -

Florida Atlantic University (6)	+ -
Perry, Louise C. (4)	+ -
Bjorklund, David F. (1)	+ -
Gaultney, Jane F. (1)	+ -
Gelman, Lisa Borga (1)	+ -

Menon, Madhavi (1)	+ -
NUTT, TRUDI ANN. (1)	+ -
Read, Lenore E. (1)	+ -
Sanders, Deborah. (1)	+ -

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