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Self-theories of intelligence of engineering students

机译：工科学生的智力自我理论

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A questionnaire is developed to gauge the disposition of students towards either an incremental (malleable) or entity (fixed) view of intelligence. The relationships between this self-belief and views on group work/learning and creativity are also evaluated using the questionnaire. Attention is also given to any relationship which may exist between an intelligence self-belief and the general student receptivity to courses which address issues on personal and social awareness, i.e. tuition in psychology principles. The results of the study indicate that there is considerable variation in the self-beliefs of intelligence of the sample group considered, and that an incremental view of intelligence is more likely to lead to favourable views of the benefits of group (team) work and some psychological understanding, as well as a more optimistic view of, and nurture orientation towards, the creative potential in a science and engineering context. Thus, in terms of the transferable skills training of engineering students, the findings suggest that opportunities to re-address any fixed (limiting) self-beliefs may improve the efficacy of any subsequent skills training programme.
机译：制定了问卷调查表，以评估学生对智力的增量（易变）或实体（固定）观点的倾向。自我信念与对小组工作/学习和创造力的看法之间的关系也可以通过问卷进行评估。也要注意智力的自信心与普通学生对课程的处理之间的关系，这些课程解决有关个人和社会意识的问题，即心理学原理上的学费。研究结果表明，所考虑的样本群体的智力自我信念有很大差异，并且对智力的渐进式看法更有可能导致对小组（团队）工作的好处产生积极的看法，并且心理理解，以及对科学和工程领域中的创造潜力的更乐观的看法，以及对之的培养取向。因此，就工科学生的可转移技能培训而言，研究结果表明，重新解决任何固定的（限制性的）自我信念的机会可能会提高任何后续技能培训计划的效率。

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