Preservice Elementary Teachers' General and Domain-Specific Theories of Intelligence and Self-Efficacy in Teaching

• In Event: 34.080 - Poster Session 7
  In Poster Session: 34.080-1 - Division K Section 5 Poster Session 1

Abstract

Teachers’ theories of intelligence (entity vs. incremental) and teaching self-efficacy have been found to affect their teaching. Yet it is unclear whether their theories of intelligence differ in different domains or whether their theories of intelligence and teaching self-efficacy are related. A survey was given to 20 preservice elementary teachers to assess their general theories of intelligence, domain-specific theories of intelligence, and teaching self-efficacy beliefs in Mathematics, Science, English, and Social Studies. Results indicated the participants’ general and domain-specific theories of intelligence were not the same, but their general theories of intelligence were correlated to all four domain-specific theories of intelligence. No significant correlation was found between theories of intelligence and teaching self-efficacy in any of the four domains examined.

Authors

• Brittney Mitchell, Marygrove College

• Li-hsuan Yang, Marygrove College