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Using implicit measures to highlight science teachers’ implicit theories of intelligence

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Abstract

Using an innovative method, a Single-Target Implicit Association Test (ST-IAT) was created to explore the implicit theories of intelligence among science and liberal arts teachers and their relationships with their gender. The results showed that for science teachers—especially for male teachers—there was a negative implicit association between “intelligence” and “modifiable” stimuli, whereas liberal arts teachers had no implicit association between these two variables. The results are discussed in comparison with previous explicit measures, and the implications for teacher training are highlighted.

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Authors and Affiliations

  1. Aix Marseille Université, CNRS, ISM UMR 7287, 13288, Marseille, France

    Nicolas Mascret, Peggy Roussel & François Cury

Authors
  1. Nicolas Mascret
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  2. Peggy Roussel
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  3. François Cury
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Correspondence to Nicolas Mascret.

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Authors’ information

Nicolas Mascret. Aix Marseille Université, CNRS, ISM UMR 7287, 13288, Marseille, France. Email: nicolas.mascret@univ-amu.fr

Current themes of research:

Implicit theories. Achievement goals. Reciprocal Peer Tutoring.

Most relevant publications in the field of Psychology of Education:

Mascret, N. (2011). “Badminton player–coach” interactions between failing students. Physical Education and Sport Pedagogy, 16(1), 1-13.

Mascret, N., Elliot, A. J., & Cury, F. (2015). Extending the 3 × 2 achievement goal model to the sport domain: The 3 × 2 Achievement Goal Questionnaire for Sport. Psychology of Sport and Exercise, 17, 7-14.

Maïano, C. Morin, A. J. S., & Mascret, N. (2015). Psychometric properties of the short form of the physical self-description questionnaire in a French adolescent sample. Body Image, 12, 89-97. doi: 10.1016/j.bodyim.2014.10.005.

Roussel Peggy. Aix Marseille Université, CNRS, ISM UMR 7287, 13288, Marseille, France. Email: peggy.roussel@univ-amu.fr

Current themes of research:

Achievement goals. Help-seeking.

Most relevant publications in the field of Psychology of Education:

Roussel, P., Elliot, A. J., & Feltman, R. (2011). The influence of achievement goals and social goals on help-seeking from peers in an academic context. Learning and Instruction, 21(3), 394-402.

Cury François. Aix Marseille Université, CNRS, ISM UMR 7287, 13288, Marseille, France. Email: francois.cury@univ-amu.fr

Current themes of research:

Achievement goals. Implicit theories.

Most relevant publications in the field of Psychology of Education:

Cury, F., Da Fonséca, D., Zahn, I., & Elliot, A. (2008). Implicit theories and IQ test performance: A sequential mediational analysis. Journal of Experimental Social Psychology, 44 (3), 783-791.

Cury, F., Elliot, A. J., Da Fonseca, D., & Moller, A. C. (2006). The social-cognitive model of achievement motivation and the 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 90(4), 666.

Da Fonséca, D., Cury, F., Fakra, E., Rufo, M., Poinso, F., Bounoua, L., & Huguet, P. (2008). Implicit theories of intelligence and IQ test performance in adolescents with generalized anxiety disorder. Behavior Research and Therapy, 46, 4, 529-536.

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Table 1 Terms used in the implicit theories of intelligence ST-IAT (translated from French)
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Mascret, N., Roussel, P. & Cury, F. Using implicit measures to highlight science teachers’ implicit theories of intelligence. Eur J Psychol Educ 30, 269–280 (2015). https://doi.org/10.1007/s10212-015-0249-6

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