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Relationship Between Implicit Intelligence Beliefs and Maladaptive Self-Regulation of Learning

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Title: Relationship Between Implicit Intelligence Beliefs and Maladaptive Self-Regulation of Learning
Authors: Abraham E. Flanigan (ORCID 0000-0002-8480-211X), Markeya S. Peteranetz (ORCID 0000-0002-5228-0687), Duane F. Shell (ORCID 0000-0001-9037-5815), Leen-Kiat Soh (ORCID 0000-0002-6094-4666)
Source: ACM Transactions on Computing Education. 2023 23(3).
Availability: Association for Computing Machinery. 2 Penn Plaza Suite 701, New York, NY 10121. Tel: 800-342-6626; Tel: 212-626-0500; Fax: 212-944-1318; e-mail: acmhelp@acm.org; Web site: http://toce.acm.org/
Peer Reviewed: Y
Page Count: 23
Publication Date: 2023
Sponsoring Agency: National Science Foundation (NSF)
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Computer Science Education, Self Concept, Intelligence, Self Management, Undergraduate Students, Predictor Variables, Beliefs, Student Attitudes
DOI: 10.1145/3595187
ISSN: 1946-6226
Abstract: Objectives: Although prior research has uncovered shifts in computer science (CS) students' implicit beliefs about the nature of their intelligence across time, little research has investigated the factors contributing to these changes. To address this gap, two studies were conducted in which the relationship between ineffective self-regulation of learning experiences and CS students' implicit intelligence beliefs at different times during the semester was assessed. Participants: Participants for Studies 1 (n = 536) and 2 (n = 222) were undergraduate students enrolled in introductory- and upper-level CS courses at a large, public, Midwestern university. Race-ethnicity information was not collected due to IRB concerns about possible secondary identification of participants from underrepresented groups. Study Method: Participants completed a condensed version of the Implicit Theories of Intelligence Scale [16, 54] and the Lack of Regulation Scale from the Student Perceptions of Classroom Knowledge Building scale [51, 53] at the beginning (Studies 1 and 2), middle (Study 2), and end (Studies 1 and 2) of semester-long undergraduate CS courses. Survey responses were analyzed using path analyses to investigate how students' lack of regulation experiences throughout the semester predicted their implicit intelligence beliefs at the beginning (Study 2) and end (Studies 1 and 2) of the semester. Findings: Results from Study 1 indicate that undergraduate CS students come to more strongly believe that their intelligence is a fixed, unchanging entity from the beginning until the end of the semester. Moreover, participants' responses to the lack of regulation scale were predictive of their implicit intelligence beliefs at the end of the semester. Results from Study 2 indicate that ineffective self-regulation experiences early in the semester enhance CS students' belief in the unchanging nature of intelligence (i.e., during the first half of the semester). Taken altogether, these findings provide evidence that self-regulation experiences influence students' beliefs about the malleability of intelligence. Conclusions: Findings align with Bandura's [4] contention that students' behaviors and experiences influence their values and beliefs. Students who experienced poor self-regulated learning came to view intelligence as more of a fixed, unalterable entity than their more successfully self-regulated peers. Findings suggest that CS instructors can positively affect student motivation and engagement by embedding self-regulated learning strategy instruction into their courses and helping CS students adopt an incremental-oriented (e.g., growth-oriented) belief system about their intellectual abilities.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1406510
Database: ERIC
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  Data: Relationship Between Implicit Intelligence Beliefs and Maladaptive Self-Regulation of Learning
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  Data: <searchLink fieldCode="AR" term="%22Abraham+E%2E+Flanigan%22">Abraham E. Flanigan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8480-211X">0000-0002-8480-211X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Markeya+S%2E+Peteranetz%22">Markeya S. Peteranetz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5228-0687">0000-0002-5228-0687</externalLink>)<br /><searchLink fieldCode="AR" term="%22Duane+F%2E+Shell%22">Duane F. Shell</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9037-5815">0000-0001-9037-5815</externalLink>)<br /><searchLink fieldCode="AR" term="%22Leen-Kiat+Soh%22">Leen-Kiat Soh</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6094-4666">0000-0002-6094-4666</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22ACM+Transactions+on+Computing+Education%22"><i>ACM Transactions on Computing Education</i></searchLink>. 2023 23(3).
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  Data: Association for Computing Machinery. 2 Penn Plaza Suite 701, New York, NY 10121. Tel: 800-342-6626; Tel: 212-626-0500; Fax: 212-944-1318; e-mail: acmhelp@acm.org; Web site: http://toce.acm.org/
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  Data: 10.1145/3595187
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  Data: 1946-6226
– Name: Abstract
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  Data: Objectives: Although prior research has uncovered shifts in computer science (CS) students' implicit beliefs about the nature of their intelligence across time, little research has investigated the factors contributing to these changes. To address this gap, two studies were conducted in which the relationship between ineffective self-regulation of learning experiences and CS students' implicit intelligence beliefs at different times during the semester was assessed. Participants: Participants for Studies 1 (n = 536) and 2 (n = 222) were undergraduate students enrolled in introductory- and upper-level CS courses at a large, public, Midwestern university. Race-ethnicity information was not collected due to IRB concerns about possible secondary identification of participants from underrepresented groups. Study Method: Participants completed a condensed version of the Implicit Theories of Intelligence Scale [16, 54] and the Lack of Regulation Scale from the Student Perceptions of Classroom Knowledge Building scale [51, 53] at the beginning (Studies 1 and 2), middle (Study 2), and end (Studies 1 and 2) of semester-long undergraduate CS courses. Survey responses were analyzed using path analyses to investigate how students' lack of regulation experiences throughout the semester predicted their implicit intelligence beliefs at the beginning (Study 2) and end (Studies 1 and 2) of the semester. Findings: Results from Study 1 indicate that undergraduate CS students come to more strongly believe that their intelligence is a fixed, unchanging entity from the beginning until the end of the semester. Moreover, participants' responses to the lack of regulation scale were predictive of their implicit intelligence beliefs at the end of the semester. Results from Study 2 indicate that ineffective self-regulation experiences early in the semester enhance CS students' belief in the unchanging nature of intelligence (i.e., during the first half of the semester). Taken altogether, these findings provide evidence that self-regulation experiences influence students' beliefs about the malleability of intelligence. Conclusions: Findings align with Bandura's [4] contention that students' behaviors and experiences influence their values and beliefs. Students who experienced poor self-regulated learning came to view intelligence as more of a fixed, unalterable entity than their more successfully self-regulated peers. Findings suggest that CS instructors can positively affect student motivation and engagement by embedding self-regulated learning strategy instruction into their courses and helping CS students adopt an incremental-oriented (e.g., growth-oriented) belief system about their intellectual abilities.
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