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• W3195321 abstract "4.1 Introduction Dweck, Chiu and Hong (1995) published a questionnaire on the survey of implicit theories about the malleability of intelligence, which are postulated to be antecedents of motivational orientation and differences in achievement in Dweck's theory of achievement motivation. The authors presented extended proof for the reliability and validity of this new questionnaire. The present paper summarizes several studies in which a German version of this questionnaire was applied and tested for its psychometric properties. Moreover, the relationships between implicit theories of intelligence and specific abilities and other variables of Dweck's theory, especially goal orientation and self-concept of ability were assessed. Finally, we evaluated relationships between implicit theories and age, gender as well as type of school attended. Dweck, Chiu and Hong (1995) described a questionnaire which had been developed in order to survey implicit theories about the malleability of intelligence, morality and global principles of the world (world theories). Earlier versions had already been applied in the studies reported by Dweck, Chiu and Hong (1993). The questionnaire contains three items for each theory (see table 1). All items present an entity position to which the subject can agree or disagree on a 1-to-6 point scale. One example is the following item: You have a certain amount of intelligence and you really can't do much to change it. The items within one domain are rather similar, so that very high internal consistencies were obtained despite the scales' conciseness (for intelligence alpha=.94 and above). The test-retest-reliability with an interval of two weeks was .80. Subjects with an average scale-value of 4 and above were classified as entity theorists, whereas subjects with values of 3 and below were labelled as incremental theorists. Typically, 15 % of the subjects are excluded from analyses because they do not show a preference for either of the two theories. Dweck, Chiu and Hong (1995) only chose items which displayed an entity theory since previous studies had shown that most subjects had a strong tendency towards incremental statements, which was interpreted as a social desirability bias (Boyum, 1988; Leggett, 1985; Schlangen, 1994). The authors addressed the problems arising from the items' one-sided formulations themselves. First, one could doubt that subjects who reject an entity position are actually incremental theorists. This objection is refuted by a study in which the results of the questionnaire were backed with interviews. Subjects who rejected the entity theory stated clear malleability arguments for their positions. Second, it could be assumed that subjects agree to different levels to the one-sided items because of differing tendencies for acquiescence and not because of actual differences in implicit theories. In a factor analysis this tendency for acquiescence should prove to be one strong factor across all theory domains. However, such a factor did appear, but the factors clearly separated the three domains. Theories of intelligence, morality and the world's global principles proved empirically independent in the studies reported by Dweck, Chiu and Hong (1995). Additionally, implicit theories showed no significant correlations to age or gender, social political attitudes or self-presentational concerns. The lack of relationship with cognitive abilities, self-confidence in personal capability and optimism were interpreted as proofs of the construct's discriminate validity. As predicted, entity theorists blamed a lack of ability for their failures and tended to question their abilities after failures more than incremental theorists. The questionnaire was also applied by Cain and Dweck (1995) in their study on helplessness among elementary school children. The word 'intelligence' was replaced by 'smart' in order to ensure the children's understanding of the matter. …" @default.
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• W3195321 title "Implicit Theories about the Malleability of Intelligence and Ability" @default.
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