The development of children’s beliefs about intelligence

Abstract We review research in the development of children’s beliefs about intelligence and propose that this development represents simultaneous processes of concept acquisition and theory building. Research in beliefs about the nature of intelligence has focused on children’s definitions of intelligence, beliefs about the component structure of intelligence, and the criteria children use to evaluate ability. Children’s beliefs about the stability of intelligence have been examined in terms of constancy, controllability, capacity, the origins of intelligence, and mechanisms of change. Researchers have also examined the relationships among beliefs about intelligence and the relationship between those beliefs and achievement behaviors. We summarize prior theoretical frameworks used to explain the development of children’s beliefs and propose a new integrative model to understand children’s conceptions.

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