intelligence and achievement Flashcards
define the flynn effect
observed phenomenon of IQ scores rising over time, across generations and in various parts of the world
what are the 3 correlates of IQ?
- explains about 25% of variation in academic success
- best single predictor of academic outcomes
- correlate with years of schooling, leve of emplomyment and workplace success
crystalised vs fluid intelligence
crystalised - ability to use acquired skills and knowledge
fluid - ability to think flexibly, solve new problems, learn in new situations
Sternberg’s successful intelligence theory consists of 3 kinds of abilities. What are they?
- analytic
- creative
- practical
what leads to differences in IQ?
- gender
- ethnicity
- stereotypes
what % of achievement is due to IQ?
25%
besides IQ, engagement in school is key to achievement. what are the 33 kinds of engagement?
- affective engagement
- behavioural engagement
- cognitive engagement
interest in schoolwork and enthusiasm for learning are examples of what kind of engagement?
affective
involvement in class activities and effort in schoolwork are examples of what kind of engagement?
behavioural
attention in class and planing and monitoring are examples of what kind of engagement?
cognitive
research has shown that engagement increase/decrease from elemenary to high school.
decrease
what causes decline in engagement in school?
- chnges in school environment
- greater emphasis on evaluation
- children have less ctrl - changes in children
- concern with evaluation
- desire for autonomy
- competing interests
define poor environmental stage fit.
low compatibility between an individual’s abilities, needs, and characteristics, and the environmental demands, resources, and opportunities available to them.
how does poor environmental stage fit cause kids to disengage from school?
- school envt not compatible
- other interests outside more compatible with children causing disengagement
unlike the US where engagement in school declines as the children grow older, china manages to _______ their engagement level.
maintain
in shaping engagement, Carol Dweck suggests that children have different theories about how changeable ability is. what are they?
- ability can be increased by trying harder
- ability is fixed. you are either smart or not.
in shaping engagement, Carol Dweck suggests that there are 2 kinds of responses to challenge. what are they?
- 70% mastery response
- engaged
- effort attributions
- positive affect - 30% helpless response
- disengaged
- ability attributions
- negative affect (shame, anger)
children’s __________ about their own abilities can affect what kind of ______ they have, affecting their ____________ to be high or low, thus affecting ____________.
theories; goals; engagement; achievement
how many parts are there in the role of praise study by mueller and dweck in 1998?
4
how many conditions are there in the role of praise study by mueller and dweck 1998?
after original praise,
condition 1: praise on ability
- you must be smart.
condition 2: praise on effort
- you must have worked hard
condition 3: no further praise
what happens in part 2 of the role of praise study by mueller and dweck 1998?
rigged task given to children
children failed
experimentor said “hmm you performed alot worse on these problems.”
what happens in part 3 of the role of praise study by mueller and dweck 1998?
children given an easy task
- can measure how performance varied with different kinds of praise
what happens in part 4 of the role of praise study by mueller and dweck 1998?
children filled in questionnaire that measures:
1. incremental theories
2. mastery goals
3. engagement
what are the results of the role of praise study by mueller and dweck 1998?
- change in performance
- ability group: decreased
- control group: increased a little
- effort group: increased alot - incremental theories, mastery goals and engagement: ability lowest , followed by control then effort
the way we ______ and reward children shapes the __________ they form about _________ and success.
praise; theories; ability
what are the 2 roles of parents in shaping children’s theories about their abilitie?
- autonomy supportive parenting
- allow children to initiate behaviours
- encourage children to solve problems themselves - controlling parenting
- pressure to meet external standards
- regulate children’s behaviour without children’s input
why do autonomy supportive parents produce children who go on to develop mastery mindset, are highly engaged and get better grades?
- focus on learning not outcome
- allow children to feel in ctrl
- develop skills independently
- what factors affect the theories that children have about their abilities?
- the above factors also affect _____________ which i turn affects _____________.
- praise and parenting
- self-control; engagement
how can being successful in the marshmallow task predict achievement beyond IQ 10 years later?
- successful delay of gratification: ability to put off immediate reward for the future
- takes self control to be engaged, put off watching TV, going to parties, to study and achieve good grades in future
authoritative parenting (______ autonomy, ______ structure, _______ affect) promotes sense of agency, allowing children to feel like they are in _________, assist with ________ of distress and provides practice in meeting demands. This heightens _______________ among toddlers.
high; high; positive
control; regulation
self-control
