View in EDS PDF Full Text

Moving beyond Intelligence: Predicting Academic Behaviors and Official GPA in Undergraduate Students with Implicit Theories

Saved in:
Bibliographic Details
Title: Moving beyond Intelligence: Predicting Academic Behaviors and Official GPA in Undergraduate Students with Implicit Theories
Language: English
Authors: Carey Bernini Dowling, C. Veronica Smith, Yue Yin, Jeffrey M. Williams
Source: Journal of the Scholarship of Teaching and Learning. 2025 25(1):77-102.
Availability: Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/josotl
Peer Reviewed: Y
Page Count: 26
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Grade Point Average, Undergraduate Students, Study Habits, Intelligence, Academic Achievement, Educational Theories, Self Concept, Rating Scales, Correlation, Validity, Reliability, Predictor Variables, Outcomes of Education, Psychometrics, Behavior Patterns
ISSN: 1527-9316
Abstract: People view many attributes, including intelligence, through implicit theories (or mindsets). Entity mindsets position the attribute as unchangeable or static, whereas incremental mindsets see the attribute as malleable or capable of being changed/improved (Dweck & Leggett, 1988). The present studies examined a new questionnaire designed to measure implicit theories of academic success in undergraduate students (the Academic Beliefs Scale, ABS) and its relationship to academic achievement (specifically grade point average, GPA). In Study 1, a negative relationship between the entity theory of academic success and GPA was mediated by poor study habits, procrastination, and self-handicapping while the positive relationship between the incremental theory of academic success and GPA was mediated by poor study habits. In Study 2A and 2B, the validity and reliability of the ABS were evaluated, with generally satisfactory findings. Study 2B also conceptually replicated the findings of Study 1, finding that another unique set of behaviors, good academic habits, mediated the relationship between the incremental theories of academic success and GPA. Future research with undergraduates should continue to examine implicit theories of academic success as a predictor of additional academic outcomes and the psychometric properties of the ABS.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1469251
Database: ERIC
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwFHHdvyNjh1-it-rK0MOFmsAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDEqezdxg0Wzy_UJExAIBEICBm-BGWLeK4BFRHen5UKbTWXEMPRG5cnDtZGjxnKX32r9W-yi6SbMjyztAbr6P-VSI8WykK-s3Gohw1W4nZQhswPJHfVYhEtJZBP9bv0lGWvJJlL2jli47IrxIbeZXSgmlSKBCt-jr6LwEOy1LGIfntcY4DJHb58n4yqL-YyQYGDxw3ei4wBepIVVYTEZkUw4pG7id2GiqrYuyx0WL
Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1469251
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1469251
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Moving beyond Intelligence: Predicting Academic Behaviors and Official GPA in Undergraduate Students with Implicit Theories
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Carey+Bernini+Dowling%22">Carey Bernini Dowling</searchLink><br /><searchLink fieldCode="AR" term="%22C%2E+Veronica+Smith%22">C. Veronica Smith</searchLink><br /><searchLink fieldCode="AR" term="%22Yue+Yin%22">Yue Yin</searchLink><br /><searchLink fieldCode="AR" term="%22Jeffrey+M%2E+Williams%22">Jeffrey M. Williams</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+the+Scholarship+of+Teaching+and+Learning%22"><i>Journal of the Scholarship of Teaching and Learning</i></searchLink>. 2025 25(1):77-102.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/josotl
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 26
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Grade+Point+Average%22">Grade Point Average</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Study+Habits%22">Study Habits</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligence%22">Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Theories%22">Educational Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Rating+Scales%22">Rating Scales</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Validity%22">Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Reliability%22">Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Psychometrics%22">Psychometrics</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Patterns%22">Behavior Patterns</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1527-9316
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: People view many attributes, including intelligence, through implicit theories (or mindsets). Entity mindsets position the attribute as unchangeable or static, whereas incremental mindsets see the attribute as malleable or capable of being changed/improved (Dweck & Leggett, 1988). The present studies examined a new questionnaire designed to measure implicit theories of academic success in undergraduate students (the Academic Beliefs Scale, ABS) and its relationship to academic achievement (specifically grade point average, GPA). In Study 1, a negative relationship between the entity theory of academic success and GPA was mediated by poor study habits, procrastination, and self-handicapping while the positive relationship between the incremental theory of academic success and GPA was mediated by poor study habits. In Study 2A and 2B, the validity and reliability of the ABS were evaluated, with generally satisfactory findings. Study 2B also conceptually replicated the findings of Study 1, finding that another unique set of behaviors, good academic habits, mediated the relationship between the incremental theories of academic success and GPA. Future research with undergraduates should continue to examine implicit theories of academic success as a predictor of additional academic outcomes and the psychometric properties of the ABS.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1469251
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1469251
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 26
        StartPage: 77
    Subjects:
      – SubjectFull: Grade Point Average
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Study Habits
        Type: general
      – SubjectFull: Intelligence
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Educational Theories
        Type: general
      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Rating Scales
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Validity
        Type: general
      – SubjectFull: Reliability
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Psychometrics
        Type: general
      – SubjectFull: Behavior Patterns
        Type: general
    Titles:
      – TitleFull: Moving beyond Intelligence: Predicting Academic Behaviors and Official GPA in Undergraduate Students with Implicit Theories
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Carey Bernini Dowling
      – PersonEntity:
          Name:
            NameFull: C. Veronica Smith
      – PersonEntity:
          Name:
            NameFull: Yue Yin
      – PersonEntity:
          Name:
            NameFull: Jeffrey M. Williams
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-electronic
              Value: 1527-9316
          Numbering:
            – Type: volume
              Value: 25
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of the Scholarship of Teaching and Learning
              Type: main
ResultId 1