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Motivational aspects of implicit theories of intelligence and gender, a structural equation modeling

Conference contribution
Authors Anna-Carin Jonsson
Monica Rosén
Published in Towards a reflective society: synergies between learning, teaching and research Earli 2015 16th Biennial EARLI Conference for Research on Learning and Instruction, Cyprus
Publication year 2015
Published at Department of Education and Special Education
Language en
Keywords Implicit theories of intelligence, motivation, dimensionality of concept
Subject categories Educational Sciences


This study investigates if 16-17 years old upper-secondary school students (N = 619) implicit theories of intelligence differ dependent on their gender. We investigate whether implicit theories of intelligence should be interpreted as a one-dimensional or two-dimensional concept. Through structural equation modeling (SEM) we analyses data from a Swedish upper-secondary school and the results shows that at least in this sample no gender effect could be found. Entity theories and incremental theories showed up to be a one-dimensional concept partly in line with more recent interpretations.

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