Abstract
Presentation given at American Educational Research Association Annual Conference.
This study explored how computer-science (CS) students’ implicit intelligence beliefs change across time. Although research has demonstrated increased entity beliefs and decreased incremental beliefs across time for students enrolled in STEM courses, less is known about how these beliefs might change for different student subgroups. We examined change in implicit intelligence beliefs as a function of gender, course enrollment, major, and academic standing. Entity beliefs significantly increased and incremental beliefs significantly decreased over the semester; however, no significant interactions between subgroup membership and change in incremental or entity intelligence beliefs were detected. Results suggest CS students continue to trend towards a fixed belief system as they progress from freshman-level to upper-level courses. Implications for teaching and research are provided.
| Original language | American English |
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| State | Published - Apr 30 2017 |
| Event | American Educational Research Association Annual Meeting - San Diego, CA Duration: Apr 1 2022 → … |
Conference
| Conference | American Educational Research Association Annual Meeting |
|---|---|
| Period | 04/1/22 → … |
Disciplines
- Education
- Curriculum and Instruction