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Relationships between theory of intelligence and academic performance in children: Domain differences in the influence of gender and self-esteem variables

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Date Issued:
1991
Summary:
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 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.
Title: Relationships between theory of intelligence and academic performance in children: Domain differences in the influence of gender and self-esteem variables.
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Name(s): Sanders, Deborah.
Florida Atlantic University, Degree grantor
Perry, Louise C., Thesis advisor
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Issuance: monographic
Date Issued: 1991
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, Fla.
Physical Form: application/pdf
Extent: 91 p.
Language(s): English
Summary: 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 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.
Identifier: 14781 (digitool), FADT14781 (IID), fau:11571 (fedora)
Collection: FAU Electronic Theses and Dissertations Collection
Note(s): Thesis (M.A.)--Florida Atlantic University, 1991.
Charles E. Schmidt College of Science
Subject(s): Intelligence levels
Academic achievement
Students--Self-rating of
Intellect
Held by: Florida Atlantic University Libraries
Persistent Link to This Record: http://purl.flvc.org/fcla/dt/14781
Sublocation: Digital Library
Use and Reproduction: Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.