Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.716076
Title: Exploring the relationship between self-theories of intelligence and test anxiety : the impact of a brief intervention aiming to promote an incremental view of intelligence
Author: Draper, Jessica
Awarding Body: Cardiff University
Current Institution: Cardiff University
Date of Award: 2017
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Abstract:
In the United Kingdom (UK) there is an increasing focus on children’s performance in tests with many children experiencing test anxiety due to the academic pressure arising from the rigorous testing culture (Putwain, 2008). The current research aimed to investigate whether a brief intervention promoting an incremental view of intelligence could shift sixth-form pupils’ self-theories of intelligence (SToI) and reduce their levels of test anxiety. Data was collected from three UK secondary schools using a mixed methods approach. Findings indicate that a brief SToI intervention can lead to statistically significant shifts towards a more incremental perspective however, these changes were not sustained at a three-month follow-up. Furthermore, promoting an incremental perspective does not seem to have a statistically significant impact in reducing pupils’ levels of test anxiety. Consequently, interventions aiming to promote an incremental theory of intelligence might not offer a solution to reducing pupils’ levels of test anxiety. However, as research highlights that holding an incremental perspective has a range of benefits, educational psychologists (EPs) could offer a valuable contribution by providing similar interventions in schools. Further research is needed to explore how a shift to an incremental perspective can be maintained.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.Psy.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.716076  DOI: Not available
Keywords: BF Psychology
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