Имплицитные теории интеллекта и личности: связи с интеллектом, мотивацией и личностными чертами
Ключевые слова:
имплицитные теории, интеллект, личность, Большая Пятерка, мотивация, самооценка обучения
Аннотация
Имплицитные теории (ИТ) отражают представления о сущности когнитивных и личностных характеристик человека (стабильной либо изменчивой) и участвуют в интерпретации людьми событий и регуляции их деятельности (через процессы целеобразования, реагирования на неудачи, стратегии при обучении и пр.), а также позволяют предсказывать достижения (Dweck, 2006). Однако связи ИТ с компонентами интеллектуально-личностного потенциала человека изучены недостаточно. Целью данного исследования является прояснить, как ИТ связаны со стабильными структурами – когнитивными (интеллект) и личностными (черты Большой Пятерки, глубинная мотивация). Участниками исследования выступили 307 студентов и аспирантов, выполнявших тест интеллекта ICAR, Краткий опросник Большой Пятерки (TIPI) и список личностных предпочтений Эдвардса (EPPS); для 49 респондентов был получен показатель успеваемости (GPA). Результаты демонстрируют как сходные, так и различающиеся связи между измеренными показателями для мужчин и для женщин. В частности, и у мужчин и у женщин представления об интеллекте как развиваемом или константном не зависят от уровня интеллекта – как флюидного, так и кристаллизованного, — но находятся в тесной связи с личностными характеристиками: сознательностью (у мужчин и женщин), открытостью новому опыту (у женщин) и мотивацией самопознания (у мужчин). Представления о личности как обогащаемой или стабильной обнаружили негативную связь только с кристаллизованным интеллектом (у женщин). Выбор целевой ориентации на мастерство на общей студенческой выборке связан с открытостью новому опыту, а предиктором успеваемости выступила добросовестность. Результаты обсуждаются с позиции единства интеллектуально-личностного потенциала человека.Скачивания
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Литература
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2. Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child development, 78(1), 246-263. https://doi.org/10.1111/j.1467-8624.2007.00995.x
3. Burnette, J. L., O’Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013). Mind-sets matter: A meta-analytic review of implicit theories and self-regulation. Psychological Bulletin, 139, 655-701. https://doi.org/10.1037/a0029531
4. Chamorro-Premuzic, T., & Furnham, A. (2009). Mainly Openness: The relationship between the Big Five personality traits and learning approaches. Learning and Individual Differences, 19(4), 524-529. https://doi.org/10.1016/j.lindif.2009.06.004
5. Chumakova, M. A. (2010). Lichnostnye predposylki ratsional’nogo vybora v usloviyakh neopredelennosti [Personal prerequisites of rational choice under uncertainty] (Extended abstract of PhD dissertation). Moscow State University, Russian Federation. Moscow.
6. Condon, D. M., & Revelle, W. (2014). The International Cognitive Ability Resource: Development and initial validation of a public-domain measure. Intelligence, 43, 52-64. https://doi.org/10.1016/j.intell.2014.01.004
7. Deary, I. J., Strand, S., Smith, P., & Fernandes, C. (2007). Intelligence and educational achievement. Intelligence, 35(1), 13-21. https://doi.org/10.1016/j.intell.2006.02.001
8. DeYoung, C. G., Quilty, L. C., Peterson, J. B., & Gray, J. R. (2014). Openness to experience, intellect, and cognitive ability. Journal of Personality Assessment, 96(1), 46-52. https://doi.org/10.1080/00223891.2013.806327
9. Dinger, F. C., & Dickhäuser, O. (2013). Does implicit theory of intelligence cause achievement goals? Evidence from an experimental study. International Journal of Educational Research, 61, 38-47. https://doi.org/10.1016/j.ijer.2013.03.008
10. Dobson, P. (2000). An investigation into the relationship between neuroticism, extraversion and cognitive test performance in selection. International Journal of Selection and Assessment, 8(3), 99-109. https://doi.org/10.1111/1468-2389.00140
11. Duckworth, A. L., Quinn, P. D., Lynam, D. R., Loeber, R., & Stouthamer-Loeber, M. (2011). Role of test motivation in intelligence testing. Proceedings of the National Academy of Sciences, 108(19), 7716-7720. https://doi.org/10.1073/pnas.1018601108
12. Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House.
13. Dweck, C. S., &Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
14. Edwards, A. (1976). Edwards Personal Preference Schedule. Manual. New York.
15. Farsides, T., & Woodfield, R. (2003). Individual differences and undergraduate academic success: The roles of personality, intelligence, and application. Personality and Individual Differences, 34(7), 1225-1243. https://doi.org/10.1016/S0191-8869(02)00111-3
16. Feingold, A. (1994). Gender differences in personality: a meta-analysis. Psychological Bulletin, 116(3), 429. https://doi.org/10.1037/0033-2909.116.3.429
17. Good, C., Aronson, J., & Inzlicht, M. (2003). Improving Adolescents’ Standardized Test performance: An intervention to reduce the effects of stereotype threat. Applied Developmental Psychology, 24(6), 645-662. https://doi.org/10.1016/j.appdev.2003.09.002
18. Gosling, S. D., Rentfrow, P. J., & Swann, W. B. (2003). A very brief measure of the big-five personality domains. Journal of Research in Personality, 37(6), 504-528. https://doi.org/10.1016/S0092-6566(03)00046-1
19. Hong, Y. Y., Chiu, C. Y., Dweck, C. S., Lin, D. M. S., & Wan, W. (1999). Implicit theories, attributions, and coping: A meaning system approach. Journal of Personality and Social Psychology, 77(3), 588-599. https://doi.org/10.1037/0022-3514.77.3.588
20. Hong, Y., Chiu, C., Dweck, C. S., & Sacks, R. (1997). Implicit theories and evaluative processes in person cognition. Journal of Experimental Social Psychology, 33, 296-323. https://doi.org/10.1006/jesp.1996.1324
21. Kornilov, S. A., & Grigorenko, E. L. (2010). Metodicheskii kompleksdlia diagnostiki akademicheskikh, tvorcheskikh i prakticheskikhsposobnostei[Procedural complex for assessment of academic, creative and practical abilities]. Psikhologicheskij Zhurnal, 31(2), 90-103.
22. Kornilova, T. V. (1997). Diagnostika motivacii i gotovnosti k risku[Diagnostics of motivation and readiness to take risks]. Moscow: Institute ofpsychology ofRAS.
23. Kornilova, T. V., & Chumakova, M. A. (2016). Aprobatsiya kratkogo oprosnika Bol’shoi pyaterki (TIPI, KOBT)[Development of the Russian version of the brief Big Five questionnaire(TIPI, KOBT)], Psikhologicheskie Issledovaniya, 9(46), 5.
24. Kornilova, T. V., Chumakova, M. A., Kornilov, S. A., & Novikova, M. A. (2010). Psikhologia neopredelennosti: Edinstvo intellektualno-lichnostnogo potentsiala cheloveka [The psychology of uncertainty: The unity of the intellectual and personality potential in humans]. Moscow: Smysl.
25. Kornilova, T. V., Kornilov, S. A., & Chumakova, M. A. (2009). Subjective evaluations of intelligence and academic self-concept predict academic achievement: Evidence from a selective student population. Learning and Individual Differences, 19(4), 596-608. https://doi.org/10.1016/j.lindif.2009.08.001
26. Kornilova, T. V., Smirnov, S. D., Chumakova, M. V., Kornilov, S. A., & Novototskaya-Vlasova, E. V. (2008).Modifikatsia oprosnika implitsitnikh teoriy C. Dweck (v kontekste izuchenia akademicheskikh dostizheniy studentov) [A modification of C. Dweck’s implicit theories questionnaire (in the context of studying student academic achievement)]. Psikhologisheskii Zhurnal, 29(3), 106-120.
27. Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology, 75(1), 33. https://doi.org/10.1037/0022-3514.75.1.33
28. Nisbett, R. E., Aronson, J., Blair, C., Dickens, W., Flynn, J., Halpern, D. F., & Turkheimer, E. (2012). Intelligence: new findings and theoretical developments. American Psychologist, 67(2), 130. https://doi.org/10.1037/a0026699
29. Poropat, A. E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological Bulletin, 135, 322. https://doi.org/10.1037/a0014996
30. Ridgell, S. D., & Lounsbury, J. W. (2004). Predicting academic success: General intelligence, “Big Five” personality traits, and work drive. College Student Journal, 38(4), 607-619. https://doi.org/10.1016/S0191-8869(02)00330-6
31. Ryan, R. M., & Deci, E. L. (2000). When rewards compete with nature: The undermining. In C.Samsone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp.13-54). San Diego, CA: Academic Press. https://doi.org/10.1016/B978-012619070-0/50024-6
32. Spinath, B., Spinath, F. M., Riemann, R., & Angleitner, A. (2003). Implicit theories about personality and intelligence and their relationship to actual personality and intelligence. Personality and Individual Differences, 35(4), 939-951. https://doi.org/10.1016/S0191-8869(02)00310-0
33. Vansteenkiste, M., Lens, W., & Deci, E. L. (2006). Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation. Educational Psychologist, 41(1), 19-31. https://doi.org/10.1207/s15326985ep4101_4
34. Yeager, D. S., Johnson, R., Spitzer, B. J., Trzesniewski, K. H., Powers, J., & Dweck, C. S. (2014). The far-reaching effects of believing people can change: Implicit theories of personality shape stress, health, and achievement during adolescence. Journal of Personality and Social Psychology, 106(6), 867. https://doi.org/10.1037/a0036335
35. Yeager, D. S., Miu, A. S., Powers, J., & Dweck, C. S. (2013). Implicit theories of personality and attributions of hostile intent: A metaanalysis, an experiment, and a longitudinal intervention. Child Development, 84(5), 1651-1667. https://doi.org/1 0.1111/cdev.12062
2. Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child development, 78(1), 246-263. https://doi.org/10.1111/j.1467-8624.2007.00995.x
3. Burnette, J. L., O’Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013). Mind-sets matter: A meta-analytic review of implicit theories and self-regulation. Psychological Bulletin, 139, 655-701. https://doi.org/10.1037/a0029531
4. Chamorro-Premuzic, T., & Furnham, A. (2009). Mainly Openness: The relationship between the Big Five personality traits and learning approaches. Learning and Individual Differences, 19(4), 524-529. https://doi.org/10.1016/j.lindif.2009.06.004
5. Chumakova, M. A. (2010). Lichnostnye predposylki ratsional’nogo vybora v usloviyakh neopredelennosti [Personal prerequisites of rational choice under uncertainty] (Extended abstract of PhD dissertation). Moscow State University, Russian Federation. Moscow.
6. Condon, D. M., & Revelle, W. (2014). The International Cognitive Ability Resource: Development and initial validation of a public-domain measure. Intelligence, 43, 52-64. https://doi.org/10.1016/j.intell.2014.01.004
7. Deary, I. J., Strand, S., Smith, P., & Fernandes, C. (2007). Intelligence and educational achievement. Intelligence, 35(1), 13-21. https://doi.org/10.1016/j.intell.2006.02.001
8. DeYoung, C. G., Quilty, L. C., Peterson, J. B., & Gray, J. R. (2014). Openness to experience, intellect, and cognitive ability. Journal of Personality Assessment, 96(1), 46-52. https://doi.org/10.1080/00223891.2013.806327
9. Dinger, F. C., & Dickhäuser, O. (2013). Does implicit theory of intelligence cause achievement goals? Evidence from an experimental study. International Journal of Educational Research, 61, 38-47. https://doi.org/10.1016/j.ijer.2013.03.008
10. Dobson, P. (2000). An investigation into the relationship between neuroticism, extraversion and cognitive test performance in selection. International Journal of Selection and Assessment, 8(3), 99-109. https://doi.org/10.1111/1468-2389.00140
11. Duckworth, A. L., Quinn, P. D., Lynam, D. R., Loeber, R., & Stouthamer-Loeber, M. (2011). Role of test motivation in intelligence testing. Proceedings of the National Academy of Sciences, 108(19), 7716-7720. https://doi.org/10.1073/pnas.1018601108
12. Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House.
13. Dweck, C. S., &Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
14. Edwards, A. (1976). Edwards Personal Preference Schedule. Manual. New York.
15. Farsides, T., & Woodfield, R. (2003). Individual differences and undergraduate academic success: The roles of personality, intelligence, and application. Personality and Individual Differences, 34(7), 1225-1243. https://doi.org/10.1016/S0191-8869(02)00111-3
16. Feingold, A. (1994). Gender differences in personality: a meta-analysis. Psychological Bulletin, 116(3), 429. https://doi.org/10.1037/0033-2909.116.3.429
17. Good, C., Aronson, J., & Inzlicht, M. (2003). Improving Adolescents’ Standardized Test performance: An intervention to reduce the effects of stereotype threat. Applied Developmental Psychology, 24(6), 645-662. https://doi.org/10.1016/j.appdev.2003.09.002
18. Gosling, S. D., Rentfrow, P. J., & Swann, W. B. (2003). A very brief measure of the big-five personality domains. Journal of Research in Personality, 37(6), 504-528. https://doi.org/10.1016/S0092-6566(03)00046-1
19. Hong, Y. Y., Chiu, C. Y., Dweck, C. S., Lin, D. M. S., & Wan, W. (1999). Implicit theories, attributions, and coping: A meaning system approach. Journal of Personality and Social Psychology, 77(3), 588-599. https://doi.org/10.1037/0022-3514.77.3.588
20. Hong, Y., Chiu, C., Dweck, C. S., & Sacks, R. (1997). Implicit theories and evaluative processes in person cognition. Journal of Experimental Social Psychology, 33, 296-323. https://doi.org/10.1006/jesp.1996.1324
21. Kornilov, S. A., & Grigorenko, E. L. (2010). Metodicheskii kompleksdlia diagnostiki akademicheskikh, tvorcheskikh i prakticheskikhsposobnostei[Procedural complex for assessment of academic, creative and practical abilities]. Psikhologicheskij Zhurnal, 31(2), 90-103.
22. Kornilova, T. V. (1997). Diagnostika motivacii i gotovnosti k risku[Diagnostics of motivation and readiness to take risks]. Moscow: Institute ofpsychology ofRAS.
23. Kornilova, T. V., & Chumakova, M. A. (2016). Aprobatsiya kratkogo oprosnika Bol’shoi pyaterki (TIPI, KOBT)[Development of the Russian version of the brief Big Five questionnaire(TIPI, KOBT)], Psikhologicheskie Issledovaniya, 9(46), 5.
24. Kornilova, T. V., Chumakova, M. A., Kornilov, S. A., & Novikova, M. A. (2010). Psikhologia neopredelennosti: Edinstvo intellektualno-lichnostnogo potentsiala cheloveka [The psychology of uncertainty: The unity of the intellectual and personality potential in humans]. Moscow: Smysl.
25. Kornilova, T. V., Kornilov, S. A., & Chumakova, M. A. (2009). Subjective evaluations of intelligence and academic self-concept predict academic achievement: Evidence from a selective student population. Learning and Individual Differences, 19(4), 596-608. https://doi.org/10.1016/j.lindif.2009.08.001
26. Kornilova, T. V., Smirnov, S. D., Chumakova, M. V., Kornilov, S. A., & Novototskaya-Vlasova, E. V. (2008).Modifikatsia oprosnika implitsitnikh teoriy C. Dweck (v kontekste izuchenia akademicheskikh dostizheniy studentov) [A modification of C. Dweck’s implicit theories questionnaire (in the context of studying student academic achievement)]. Psikhologisheskii Zhurnal, 29(3), 106-120.
27. Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology, 75(1), 33. https://doi.org/10.1037/0022-3514.75.1.33
28. Nisbett, R. E., Aronson, J., Blair, C., Dickens, W., Flynn, J., Halpern, D. F., & Turkheimer, E. (2012). Intelligence: new findings and theoretical developments. American Psychologist, 67(2), 130. https://doi.org/10.1037/a0026699
29. Poropat, A. E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological Bulletin, 135, 322. https://doi.org/10.1037/a0014996
30. Ridgell, S. D., & Lounsbury, J. W. (2004). Predicting academic success: General intelligence, “Big Five” personality traits, and work drive. College Student Journal, 38(4), 607-619. https://doi.org/10.1016/S0191-8869(02)00330-6
31. Ryan, R. M., & Deci, E. L. (2000). When rewards compete with nature: The undermining. In C.Samsone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp.13-54). San Diego, CA: Academic Press. https://doi.org/10.1016/B978-012619070-0/50024-6
32. Spinath, B., Spinath, F. M., Riemann, R., & Angleitner, A. (2003). Implicit theories about personality and intelligence and their relationship to actual personality and intelligence. Personality and Individual Differences, 35(4), 939-951. https://doi.org/10.1016/S0191-8869(02)00310-0
33. Vansteenkiste, M., Lens, W., & Deci, E. L. (2006). Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation. Educational Psychologist, 41(1), 19-31. https://doi.org/10.1207/s15326985ep4101_4
34. Yeager, D. S., Johnson, R., Spitzer, B. J., Trzesniewski, K. H., Powers, J., & Dweck, C. S. (2014). The far-reaching effects of believing people can change: Implicit theories of personality shape stress, health, and achievement during adolescence. Journal of Personality and Social Psychology, 106(6), 867. https://doi.org/10.1037/a0036335
35. Yeager, D. S., Miu, A. S., Powers, J., & Dweck, C. S. (2013). Implicit theories of personality and attributions of hostile intent: A metaanalysis, an experiment, and a longitudinal intervention. Child Development, 84(5), 1651-1667. https://doi.org/1 0.1111/cdev.12062
Опубликован
2018-11-05
Как цитировать
ЗиренкоМ. С. (2018). Имплицитные теории интеллекта и личности: связи с интеллектом, мотивацией и личностными чертами. Психология. Журнал Высшей школы экономики, 15(1), 39-53. https://doi.org/10.17323/1813-8918-2018-1-39-53
Выпуск
Раздел
Интеллект, толерантность к неопределенности, мотивация и самосознание личности
