Implicit theories of intelligence: studies in the portuguese school context

Detalhes bibliográficos
Autor(a) principal: Faria, Luísa
Data de Publicação: 2002
Tipo de documento: Artigo
Idioma: por
Título da fonte: Paidéia (Ribeirão Preto. Online)
Texto Completo: https://www.revistas.usp.br/paideia/article/view/46642
Resumo: This article aims to discuss implicit or personal theories of intelligence of Portuguese students and teachers, presenting a group of studies of cross-sectional and longitudinal designs. Students' personal conceptions of intelligence are discussed according to Dweck's theory, which emphasizes the static vs. dynamics aspects of intelligence. The teachers' personal theories are conceptualized following the social representations of intelligence framework and Mugny and Carugati's studies. Finally, we discuss the double role of implicit theories, which simultaneously involves the construction of consistent and plausible explanations at an individual level and the construction of gratifying social and personal identities, emphasizing the importance of social contexts in the construction and development of personal theories of intelligence.
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spelling Implicit theories of intelligence: studies in the portuguese school contextTeorias implícitas da inteligência: estudos no contexto escolar portuguêsinteligênciateorias implícitascontexto escolarIntelligenceimplicit theoriesschool contextThis article aims to discuss implicit or personal theories of intelligence of Portuguese students and teachers, presenting a group of studies of cross-sectional and longitudinal designs. Students' personal conceptions of intelligence are discussed according to Dweck's theory, which emphasizes the static vs. dynamics aspects of intelligence. The teachers' personal theories are conceptualized following the social representations of intelligence framework and Mugny and Carugati's studies. Finally, we discuss the double role of implicit theories, which simultaneously involves the construction of consistent and plausible explanations at an individual level and the construction of gratifying social and personal identities, emphasizing the importance of social contexts in the construction and development of personal theories of intelligence.Neste artigo, discutem-se as teorias implícitas ou pessoais da inteligência de alunos e professores portugueses, apresentando um conjunto de estudos de natureza transversal e longitudinal. As concepções pessoais de inteligência dos alunos são discutidas à luz da teoria de Dweck, que salienta o seu caráter estático vs. dinâmico. As teorias pessoais dos professores são conceptualizadas segundo a perspectiva das representações sociais e os estudos de Mugny e Carugati. Finalmente, discute-se a dupla função das teorias implícitas, que se reparte entre a construção de um conjunto de explicações plausíveis e coerentes a nível individual e a construção de uma identidade social e pessoal gratificantes, destacando-se o papel dos contextos sociais de existência na construção e desenvolvimento das teorias pessoais de inteligência.Universidade de São Paulo. Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto2002-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/paideia/article/view/4664210.1590/S0103-863X2002000200007Paidéia (Ribeirão Preto); v. 12 n. 23 (2002); 93-103Paidéia (Ribeirão Preto); Vol. 12 No. 23 (2002); 93-103Paidéia (Ribeirão Preto); Vol. 12 Núm. 23 (2002); 93-1031982-43270103-863Xreponame:Paidéia (Ribeirão Preto. Online)instname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/paideia/article/view/46642/50398Copyright (c) 2017 Paidéia (Ribeirão Preto)info:eu-repo/semantics/openAccessFaria, Luísa2012-10-30T18:29:03Zoai:revistas.usp.br:article/46642Revistahttps://www.revistas.usp.br/paideiaPUBhttps://www.revistas.usp.br/paideia/oai||paideia@usp.br1982-43270103-863Xopendoar:2012-10-30T18:29:03Paidéia (Ribeirão Preto. Online) - Universidade de São Paulo (USP)false
dc.title.none.fl_str_mv Implicit theories of intelligence: studies in the portuguese school context
Teorias implícitas da inteligência: estudos no contexto escolar português
title Implicit theories of intelligence: studies in the portuguese school context
spellingShingle Implicit theories of intelligence: studies in the portuguese school context
Faria, Luísa
inteligência
teorias implícitas
contexto escolar
Intelligence
implicit theories
school context
title_short Implicit theories of intelligence: studies in the portuguese school context
title_full Implicit theories of intelligence: studies in the portuguese school context
title_fullStr Implicit theories of intelligence: studies in the portuguese school context
title_full_unstemmed Implicit theories of intelligence: studies in the portuguese school context
title_sort Implicit theories of intelligence: studies in the portuguese school context
author Faria, Luísa
author_facet Faria, Luísa
author_role author
dc.contributor.author.fl_str_mv Faria, Luísa
dc.subject.por.fl_str_mv inteligência
teorias implícitas
contexto escolar
Intelligence
implicit theories
school context
topic inteligência
teorias implícitas
contexto escolar
Intelligence
implicit theories
school context
description This article aims to discuss implicit or personal theories of intelligence of Portuguese students and teachers, presenting a group of studies of cross-sectional and longitudinal designs. Students' personal conceptions of intelligence are discussed according to Dweck's theory, which emphasizes the static vs. dynamics aspects of intelligence. The teachers' personal theories are conceptualized following the social representations of intelligence framework and Mugny and Carugati's studies. Finally, we discuss the double role of implicit theories, which simultaneously involves the construction of consistent and plausible explanations at an individual level and the construction of gratifying social and personal identities, emphasizing the importance of social contexts in the construction and development of personal theories of intelligence.
publishDate 2002
dc.date.none.fl_str_mv 2002-01-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.revistas.usp.br/paideia/article/view/46642
10.1590/S0103-863X2002000200007
url https://www.revistas.usp.br/paideia/article/view/46642
identifier_str_mv 10.1590/S0103-863X2002000200007
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.revistas.usp.br/paideia/article/view/46642/50398
dc.rights.driver.fl_str_mv Copyright (c) 2017 Paidéia (Ribeirão Preto)
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Paidéia (Ribeirão Preto)
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto
publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto
dc.source.none.fl_str_mv Paidéia (Ribeirão Preto); v. 12 n. 23 (2002); 93-103
Paidéia (Ribeirão Preto); Vol. 12 No. 23 (2002); 93-103
Paidéia (Ribeirão Preto); Vol. 12 Núm. 23 (2002); 93-103
1982-4327
0103-863X
reponame:Paidéia (Ribeirão Preto. Online)
instname:Universidade de São Paulo (USP)
instacron:USP
instname_str Universidade de São Paulo (USP)
instacron_str USP
institution USP
reponame_str Paidéia (Ribeirão Preto. Online)
collection Paidéia (Ribeirão Preto. Online)
repository.name.fl_str_mv Paidéia (Ribeirão Preto. Online) - Universidade de São Paulo (USP)
repository.mail.fl_str_mv ||paideia@usp.br
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