The Effects of Intelligence Theories on Motivation, School Performance, and Learning

Most children have fixed or plastic intelligence theory. Belief of a child's intelligence can have a significant influence on his or her learning. According to Dweck (2007), some children think that intelligence is a fixed function, they have only a certain amount of intelligence. This belief is called physics theory of intelligence. Other children believe that intellectual ability can be changed and grow by increasing efforts. It is called incremental theory of intelligence.

Dweck insists that people have many implications for the implicit theory of intelligence essence and cause, especially practice and learning. In early studies, Dweck is based on whether an individual has succeeded in tasks that require intelligent action to have sufficient regional abilities (entities) rather than practical skills and performance (incremental) "Entity" and "Increment" were decided. "Theorist. Finally, she proposed a" state of mind "theory to integrate several related ideas that she developed over the years.

The behavior of type X usually includes the intellectual theory of the entity. I like to use performance targets as learning goals and I deny my efforts as a sign of weakness. Type I behavior has a progressive intelligence theory that rewards learning objectives rather than performance goals and welcomes efforts as a way to improve important issues. From the state of mind, learning is impossible. If you start with others, this is inevitable. (123) Acquisition is painful. Regarding West Point, the best predictor of success is "cognitive and non-material" characterized by "courage" and is defined as "sustainability and enthusiasm for long-term goals" (124). Skilled people are equally important. ... It is really tiring. But that is not a problem; this is the solution. "(125) \

Recently, based on the goal theorist's three-variable framework, three motivational target theories are proposed: learning, performance method and performance avoidance. Both the performance approach and mastering of goals represent a methodological approach based on potential good outcomes, such as acquiring ability and acquiring tasks. These forms of behavior and self-regulation often create a variety of emotions and perceptions - a cognitive process that promotes optimal task participation. They challenge the sensitivity and sensitivity to success related information and effective concentration of activities and bring about the motivational reaction explained by the goal theorist. Based on the potential negative outcome, the goal of performance avoidance is conceptualized as avoidance oriented. This type of regulation evokes the psychological process of self-defense and prevents the best task participation.