Implicit Theories of Intelligence and Personality: Relations to Intelligence, Motivation and Personality
Keywords:
implicit theories, intelligence, personality, Big Five, motivation, learning goals, self-assessed academic success
Abstract
Implicit theories (IT) reflect core beliefs about malleability of cognitive and personality human attributes. IT participate in the interpretation of the social world, regulate behaviors (through goal setting, adjustments after failures, learning strategies, etc.), and are valid predictors of achievement (Dweck, 2006). Nevertheless, little is known about the IT’s relationship to the components of the intellectual and personality human potential. The purpose of this research is to examine the extent to which IT are related to cognitive (intelligence) and personality (Big-Five personality traits, motivation) structures. A sample of 307 students completed the intelligence test (ICAR), the Ten-Item Personality Inventory and the Edwards Personal Preference Schedule; additionally, GPA was obtained for 49 students. Results demonstrate similar as well as distinctive correlations between the measurements in men and women. In particular, in both men and women, malleable intelligence beliefs do not depend on intelligence level, fluid or crystallized, but are largely related to personality characteristics: conscientiousness (in both men and women), openness to experience (in women), and intraception motivation (in men). Malleability of personality beliefs correlates negatively with crystallized intelligence (only in women). Mastery goal orientation in both men and women is related to openness; academic achievement is predicted by conscientiousness. The results are discussed from the perspective of the integrated intellectual and personality potential.Downloads
Download data is not yet available.
References
1. Atwood, J. R. (2010). Mindset, motivation and metaphor in school and sport: Bifurcated beliefs and behavior in two different achievement domains. Online Submission. Retrieved from http://files.eric.ed.gov/fulltext/ED509344.pdf
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
Published
2018-11-05
How to Cite
ЗиренкоМ. С. (2018). Implicit Theories of Intelligence and Personality: Relations to Intelligence, Motivation and Personality. Psychology. Journal of the Higher School of Economics, 15(1), 39-53. https://doi.org/10.17323/1813-8918-2018-1-39-53
Issue
Section
The Decision Making Personality
