Implicit Theories of Intelligence and Personality: Relations to Intelligence, Motivation and Personality

Zirenko M. (2018) Implitsitnye teorii intellekta i lichnosti: svyazi s intellektom, motivatsiey i lichnostnymi chertami [Implicit Theories of Intelligence and Personality: Relations to Intelligence, Motivation and Personality]. Psychology. Journal of Higher School of Economics 2018, vol. 15, no 1, pp. 39-53 (in Russian). https://psy-journal.hse.ru/en/2018-15-1/217802819.html

Implicit theories (IT) reflect core beliefs about malleability of cognitive and personality human attributes. IT participate in the interpretation of the social world, regulate behaviors (through goal setting, adjustments after failures, learning strategies, etc.), and are valid predictors of achievement (Dweck, 2006). Nevertheless, little is known about the IT’s relationship to the components of the intellectual and personality human potential. The purpose of this research is to examine the extent to which IT are related to cognitive (intelligence) and personality (Big-Five personality traits, motivation) structures. A sample of 307 students completed the intelligence test (ICAR), the Ten-Item Personality Inventory and the Edwards Personal Preference Schedule; additionally, GPA was obtained for 49 students. Results demonstrate similar as well as distinctive correlations between the measurements in men and women. In particular, in both men and women, malleable intelligence beliefs do not depend on intelligence level, fluid or crystallized, but are largely related to personality characteristics: conscientiousness (in both men and women), openness to experience (in women), and intraception motivation (in men). Malleability of personality beliefs correlates negatively with crystallized intelligence (only in women). Mastery goal orientation in both men and women is related to openness; academic achievement is predicted by conscientiousness. The results are discussed from the perspective of the integrated intellectual and personality potential.

Keywords: implicit theories; intelligence; personality; Big Five; motivation; learning goals; self-assessed academic success