IMPLICIT THEORIES OF INTELLIGENCE AND ACADEMIC ACHIEVEMENT: REVIEW OF TWO STUDIES IN LATVIA

Abstract

Growth mindset has become popular in the field of psychology and education all around the world. In the Baltic States this concept is relatively new. This research compiles results of two different studies that, for the first time in the Baltic States, analyse the concept of “implicit theories of intelligence” (ITI) and its factors – growth and fixed mindset, and investigate the relations between ITI and academic achievement of students. Data of two different samples of secondary school adolescents is used. Sample 1 consisted of students (N1=258) aged between 14 and 18, 134 females (M=15.13; SD=1.29) and 124 males (M=15.40; SD=1.20) studying in 7th-12th grade in two Latvian schools. Sample 2 consisted of students (N2=165), 80 females and 85 males, aged between 15 and 19 (M=16.75; SD=.90) studying in 10th-12th grade in five Latvian schools. Measures: The Revised Implicit Theories of Intelligence Scale, The Implicit Theories of Intelligence Scale for Children, and The College Academic Self-Efficacy Scale. The results of the study in Sample 1 (N1=258) showed significant positive relations between growth mindset and academic achievement, and gender specific difference in views of intelligence. The results of the study in Sample 2 (N2=165) identified positive relations between ITI and students’ achievement in Mathematics. The regression analysis (N2=165) showed that ITI predict academic achievement in Mathematics at a significant level. The findings suggest discrepancies with the previous studies. The construct needs to be explored further. Keywords: academic self-efficacy, academic achievement, gender differences, growth and fixed mindset, intelligence theories, school students.