Exploring the relationship of college freshmen honors students' effort and ability attribution, interest, and implicit theory of intelligence with perceived ability

• Autores: Del Siegle, Lisa Da Via Rubenstein, Elizabeth Pollard, Elizabeth Romey
• Localización: Gifted child quarterly, ISSN-e 1934-9041, ISSN 0016-9862, Vol. 54, Nº 2, 2010, págs. 92-101
• Idioma: inglés
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• Dialnet Métricas: 2 Citas
• Resumen

  • Although there are several explanations for why one succeeds or fails, effort and ability are the major causes that students report. The purpose of the present study was to measure the perceptions of 149 college freshmen enrolled in a university honors program about their skills in 15 talent areas. In addition, this study explored the relationship of interests and ability and effort attributions with self-efficacy and investigated gender differences in these perceptions. There was a positive relationship between students' interest in a talent area and their assessment of their skill in that area. The strongest relationships tended to be in nonacademic areas. For some talents, males placed stronger attributions on the role that natural ability played, whereas females indicated that personal effort contributed to high levels of performance. Participants' implicit theory of intelligence did not appear to influence their perceptions of the importance of ability in academic performance.