ERIC Number: EJ1244853
Record Type: Journal
Publication Date: 2020-Mar
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0278-7393
EISSN: N/A
Theories of Intelligence Influence Self-Regulated Study Choices and Learning
Peng, Yaoping; Tullis, Jonathan G.
Journal of Experimental Psychology: Learning, Memory, and Cognition, v46 n3 p487-496 Mar 2020
In student-regulated instruction, guiding one's study effectively and efficiently is crucial for successful learning. Yet, significant variability exists in how effectively learners regulate their own study. Here, we explored whether and how beliefs about the nature of intelligence affect learners' metacognitive control and ultimately the efficacy of their study choices. We manipulated learners' theories of intelligence across two experiments. Learners then studied a list of words for a later memory test, chose half of the words to restudy, and restudied their chosen items. Learners who were persuaded to believe intelligence was malleable chose to restudy more poorly learned items and ultimately learned more than learners who were persuaded to believe intelligence was fixed. Learners' underlying beliefs about the nature of intelligence may affect learners' goals and ultimately their metacognitive control.
Descriptors: Intelligence, Metacognition, Student Attitudes, Independent Study, Beliefs, Learning Processes, Theories, Study Habits, Undergraduate Students
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A