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Implicit conceptions of intelligence and personality of the 5th graders and 6th graders in relation to academic achievements

Urša Žagar (2022) Implicit conceptions of intelligence and personality of the 5th graders and 6th graders in relation to academic achievements. MSc thesis.

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    Abstract

    The main purpose of my Master’s thesis was to research the mindset of intelligence and personality among children in the second triad of the primary school. I was interested in finding out how students perceive their intellectual abilities and personality. Do they perceive them as given features (fixed mindset) or do they believe abilities and personality change during our lives (growth mindset)? I wanted to know if there are any differences in gender between the mindset of intelligence and personality. Furthermore, I also researched if there is a connection between learning success and students’ mindset of intelligence and personality as changeable feature. At least, I also researched student’s beliefs about their teachers and parents mindset of intelligence. In theoretical part, I represented implicit theories of intelligence and personality. My paper is focused primarily on the author Carol Dweck. Through her various researches she establishes that individual defines its abilities and personality according to fixed or growth mindset. The empirical part contains a survey questionnaire, which was done in line with the aims of my research. I chose a sample of students and tested my research questions on them. I carried out a survey on the basis of qualitative research paradigm. I used descriptive research method. Research involved 121 students of fifth and sixth grade of primary school. The results show that most of the students develop growth mindset in the field of intelligence. In the field of personality, the result was indecisive, as in some statements students lean more towards growth mindset and in others more towards fixed mindset. Found results show that students are more likely to perceive growth mindset by their parents and teachers when it comes to intelligence. I found out that there consist no big differences in gender between the concept of intelligence and personality. One of the most important findings of my survey is the fact that intelligence mindset is connected to learning success. The results show that students who express their growth mindset learn successfully. On the basis of this finding, it is necessary to plan pedagogical work which will foster growth mindset and involve parents as well.

    Item Type: Thesis (MSc thesis)
    Keywords: theory of implicit conceptions of intelligence and personality, growth mindset, fixed mindset, learning success, differences in gender, students
    Number of Pages: 61
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    prof. dr. Mojca JuriševičMentor
    Link to COBISS: https://plus.si.cobiss.net/opac7/bib/peflj/105469443
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 7165
    Date Deposited: 21 Apr 2022 10:01
    Last Modified: 21 Apr 2022 10:01
    URI: http://pefprints.pef.uni-lj.si/id/eprint/7165

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