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The term "intelligence" is complex because it refers to both behavior and individuals, and its interpretation varies across cultures. European Americans tend to link intelligence with reasoning and cognitive skills, while in Kenya, it is tied to responsible participation in family and social life. In Uganda, intelligence is seen as the ability to know the right actions and carry them out effectively, while the Iatmul people of Papua New Guinea associate it with the capacity to remember...
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Knowledge or Abilities? How Undergraduates Define Intelligence.

Lisa B Limeri1, Jun Choe1, Hannah G Harper1

  • 1Department of Biochemistry & Molecular Biology, University of Georgia, Athens, GA 30602.

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|February 1, 2020
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Summary
This summary is machine-generated.

Student definitions of intelligence impact mindset scale responses. Ambiguous language in the mindset scale may explain poor academic outcome predictions for undergraduates.

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Area of Science:

  • Educational Psychology
  • Cognitive Science
  • Psychometrics

Background:

  • Student mindset, the belief in intelligence as fixed or malleable, influences academic outcomes.
  • Existing research shows mixed results on mindset's predictive power for undergraduate academic success.
  • Ambiguity in the mindset scale's language, particularly the undefined term "intelligence," may cause measurement error.

Purpose of the Study:

  • To explore how undergraduate students define intelligence.
  • To investigate how varying definitions of intelligence affect responses to the mindset scale.
  • To address inconsistencies in mindset research concerning undergraduate populations.

Main Methods:

  • An exploratory, qualitative study was conducted.
  • Undergraduate students' definitions of intelligence were characterized.
  • The influence of these definitions on mindset scale interpretation was examined.

Main Results:

  • Undergraduates define intelligence in two primary ways: as knowledge and as abilities.
  • Students' definitions of intelligence can be context-dependent.
  • Different definitions of intelligence lead to varied interpretations and responses on the mindset scale.

Conclusions:

  • The undefined term "intelligence" in the mindset scale contributes to measurement variability among undergraduates.
  • Clarifying the definition of intelligence is crucial for accurate mindset assessment in this population.
  • Findings suggest re-evaluating the mindset scale's application and interpretation for undergraduate students.