There are many students who have what is known as a “fixed mind-set” meaning they believe they cannot learn anything past what they believe they are capable of learning. In the article, Dweck states, “Students with this fixed mind-set become excessively concerned with how smart they are” (Dweck 7). These types of students search for ways in which they can show their intelligence without having to work hard. Students with this type
Ultimately, a new view on intelligence should be adopted, providing more people opportunity in their lives to be successful. IQ is a term that is often associated with intelligence and success, but in reality, there is no correlation. When “[Lewis] Terman came out with his fourth volume of Genetic Studies of Genius, the word ‘genius’ had all but vanished. ‘We have seen,’ Terman concluded, with more than a touch of disappointment, ‘that intellect and achievement are far from correlated.’”(Gladwell 90). Lewis Terman was a scientist who lead a study of the correlation between IQ and success. He gathered a large group of children possessing an average IQ of 140 to 200. After studying this group of kids throughout their entire life, he concluded that there is almost no correlation between IQ and success. Furthermore, two kids that were tested and rejected who went on to become Nobel Laureates, whereas not a single one of his “Termites” were. Ultimately, this shows that there is more to success then just intelligence. Through Gladwell’s work, there is a basis of understanding that success is not just intelligence. The fact that there is no correlation between success and IQ shows that there is something else that pertains to success. Gladwell shows that there are other factors that many people have already that are more important than IQ. To continue IQ does not pertain to success, rather one's surroundings
Imagine going to school and really succeeding; you understand everything, you’re getting good grades and all the praise you can dream of from your parents and teachers. But then you move up and things get harder, you don’t understand everything, your grades are dropping and you are scared that you will no longer get that praise. You have two options, you can either take on the challenge and get back to where you used to be, or you can sit down when you feel threated by the hard work.
Intelligence comes in a wide variety; it’s not only measured by one’s knowledge of books and performance in the classroom, but when it comes to measuring the intelligence of an individual you will always have controversial responses. Academic Intelligence is clearly not seen through Gerald Graff and Mark Rose’s essays. In Gerald Graff’s work entitled, “Hidden Intelligence”, he covers the points on his personal opinion on how intelligence is not found in people who are “book smart”, but also in those who are “street smart”. Similar to Graff’s essay, Mark Rose touches upon the idea that people who spend more of their time in a more academic environment are not as intelligent as those who don’t. Although both Graff and Rose touch upon similar ideas with minimal differences, they both view each of the problems with different perspectives by creating solutions to their
The Woodcock Johnson – Fourth Edition (WJ-IV) was administered in order to obtain an estimate of Isaac’s current level of cognitive functioning. Intelligence tests are intended to assess the student’s ability in acquired skills and specific knowledge, problem-solving capabilities, and memory. The scores obtained on the WJ IV can provide an estimate of the student’s performance in school. Nevertheless, these tests do not measure Isaacs’s interest in creativity, curiosity, perseverance, and motivation. The WJIV yields the students cognitive ability information from six clusters: General Intellectual Ability (GIA), Gf-Gc Composite, Comprehension-Knowledge (Gc), Fluid Reasoning (Gf), Short-Term Working Memory (Gwm) and Cognitive Efficiency. An average standard score (SS) on the WJ IV is 100 and an average range of scores falls between 90 and 110. A percentile rank indicates that a student performed as well as or better than the percent of children her age on whom this test was normed. The confidence interval is a range of scores that is often calculated at the .05 level and suggests that statistically, the student’s score should fall within that range 95% of the time if retested in that area. Isaacs’s scores are based on his chronological age of 14 years and 5 months and 15 days.
Proven that he has a growth mindset, AP Frank nonetheless demonstrates to be a competent student as well; otherwise, he wouldn’t have been able to achieve what he had achieved. During high school, he learned what it takes to work hard, and he developed his competence with exhaustive study programs. On another occasion, when he spent an entire night on his expos paper, he managed an A minus even though he thought he had turned in his worst paper and was completely dissatisfied (Robbins, 2007). His grades are an another example of competence. Moreover, cognitive evaluation theory (CET) argues that social- contextual events that conduce toward feelings of competence can enhance intrinsic motivation. CET further specifies that feelings of competence will not enhance intrinsic motivation unless accompanied by a sense of autonomy (Ryan & Deci, 2000, p.70). In other words, in order to succeed AP Frank needs competence that is the ability to learn and improve, however it should be supported by another of three needs –
J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461–475.
Participants were required to release their grade and SAT transcripts. The pen pal conditions groups were randomly assigned to the malleable intelligence orientation or the control orientation. All laboratory sessions began the same way with the white female experimenter informing participants that she works for an organization called “Scholastic Pen Pals” and that the role of this organization is to set up one-time letter exchanges between “at risk” middle school students with college students. The motive of these letters the experimenter stated was to encourage younger students that they had to overcome struggles to achieve success as current college students. After having read the handwritten letters (letters were written by both girls and boys), participants were provided with parameters on how to respond. Participants in the malleable pen pal condition were asked to write a response to the student that encouraged hard work despite the appeared difficulties and that it would be helpful to include what research is currently disclosing about the expandability of human intelligence. Participants in this group were provided with information regarding intelligence as malleable and watched a short video clip supporting this idea. The control pen pal orientation offered a similar technique and disclosed to
Many students in this day of age do not understand the concept of having an “open mind.” Minorities nowadays want everything right then and there. Due to the advances in technology and parenting in present time, many learn throughout all aspects of life to have a one way mind. I am one who can relate to what Carol S. Dweck writes about in her research article, “Brainology: Transforming Students’ Motivation to Learn,” and that having a fixed mindset is an extreme setback, whereas having a growth mindset, potential is realized and often accomplished. She explains further into her article those who have a growth mindset have a very straightforward idea of effort compared to those with a fixed feel that working hard is a downfall. The two mindsets are exact opposite and having a growth furthers a person’s success rate later in life compared to a fixed mindset. Transforming my mind and way of thinking from one that is fixed to a growth mindset has helped to keep me motivated in times of failure and view them as learning opportunities.
Many people ask what leads to success? Is it good IQ scores that lead to intelligence and success or is it some brain surgery that makes people intelligent and successful? Some people think that it is IQ scores lead to success, others think that people stay the same way forever so they can not grow their intelligence and they can not be successful. Turns out, it is none of them, what leads to intelligence and success is practice, effort and failure.
Intelligence is a much discussed topic and has many schools and institutions re-examining their methods of teaching as well as the application and selection processes that they implement in colleges. Intelligence is a factor in success but what really matters is a person’stheir drive to succeed. (Opateye, Johnson Ayodele 3) When examining the acceptance system, just having good grades (A’s and B’s) is not enough to get you into a college anymore. Colleges are looking for well rounded students, interested in school life, society, athletics as well as school clubs. Michael Alexander, a professor at the
Use concepts from 2 or more chapters to identify, describe, and explain some things you are learning about yourself when it comes to participating and contributing effectively to a group’s effort. What are your strengths thus far in contributing to your current project group? As you participate in your group, what are you realizing that you need to work on?
1. According to a longitudinal study by Lewis Terman, a high IQ does have some degree of impact on predicting success in life (for example, children who achieved genius scores as children made $33,000 per year when an average income at the time was just $5,000 per year), however, it by no means guarantees it. When Terman looked at the adult success of the children that were scored as geniuses as children, he took the 100 most successful and the 100 least successful and put them into two groups. Group A were very successful as adults and group C were not very successful as a adults (for example more likely to be alcoholics and divorced). He looked at what made group A so much more successful than group C and he noticed the group A had traits such as “prudence and forethought, will power, perseverance, and the desire to excel” and “more goal oriented, had greater perseverance, and had greater self-confidence,” many traits today that are would be described with the buzzword “grit.” The studied demonstrated that while IQ does have some effect on feature success, there are other traits that have a greater impact.
In this video, Angela Leed Duckworth explains to us that when she taught 7th graders, she noticed that IQ was not the only difference between her best and her worst students. Her best performing students didn’t have good IQ scores and her smartest kids weren’t doing so well. After several years of teaching, Angela came to the conclusion that what we need in education is a much better understanding of students and learning from a motivational perspective. She left teaching to go back to school and become a psychologist in which she studied kids and adults. She would ask herself “Who is successful here and why?” Angela and her research team who
These universal needs are autonomy, competence, and relatedness. These components together form the self-determination model which emphasizes supporting student autonomy in order to achieve positive learning outcomes. Intrinsic motivation refers to behaviours done in the absence of external impetus that are inherently interesting and