Browsing by Subject "Intelligence."
Now showing 1 - 2 of 2
Results Per Page
Sort Options
Item AVID students' perceptions of intelligence : a mixed methods study.(2012-08-08) Becker, John Darrell.; Talbert, Tony L.; Curriculum and Instruction.; Baylor University. Dept. of Curriculum and Instruction.Students' perceptions of intelligence have been shown to have an effect on learning. Students who see intelligence as something that can be developed, those with a growth mindset, often experience academic success, while those who perceive intelligence to be a fixed entity are typically less likely to take on challenging learning experiences and tend to respond negatively to setbacks in learning. The purpose of this study was to assess whether a college preparatory intervention known as Advancement Via Individual Determination (AVID), through its system of academic and social supports for students, has an effect on participating students' perceptions of intelligence. Participants in the sequential, embedded, mixed methods study were 54 students participating in the AVID program, and 43 demographically similar non-AVID students at a Central Texas high school. Participating students' perceptions of intelligence was measured in an online environment using Carol Dweck's three-item survey, which comprised the quantitative data. Qualitative data collection involved participating students answering open-ended questions related to the curriculum and instruction in the AVID classroom that influence students' perceptions of intelligence. AVID students whose score indicated a growth mindset were selected for qualitative data analysis. Quantitative results showed no statistical difference between AVID and non-AVID students' perceptions of intelligence, including students with two or more year's exposure to the AVID program. However, the qualitative data revealed that AVID students are hearing messages and participating in activities consistent with the growth mindset, and they report that AVID has affected their perceptions of what it means to be "smart."Item An examination of the Flynn effect in the National Intelligence Test in Estonia.(2013-05-15) Shiu, William.; Beaujean, A. Alexander.; Educational Psychology.; Baylor University. Dept. of Educational Psychology.This study examined the Flynn Effect (FE; i.e., the rise in IQ scores over time) in Estonia from Scale B of the National Intelligence Test using both classical test theory (CTT) and item response theory (IRT) methods. Secondary data from two cohorts (1934, n = 890 and 2006, n = 913) of students were analyzed, using both classical test theory (CTT) and item response theory (IRT) methods. CTT analysis compared the summed score for each subtest between the cohorts. IRT analysis examined item invariance across the time period and then, for each subtest, linked the latent variable scores between the two cohorts using the invariant items. IRT analyses revealed that each subtest displayed invariance on over 50% of the items (i.e., partial measurement invariance). Additionally, results from the current study found positive score gains but also revealed reverse FEs. CTT analysis showed three subtests had a FE (Vocabulary [.74], Analogies [1.09], and Comparisons [1.71]), while two subtests had a reverse FE (Computation [-.33] and Information [-.03]). The IRT analysis found that four subtests had a positive FE (Information [.44], Vocabulary [.79], Analogies [1.02], and Comparisons [1.51]), with only the Computation (-.10) subtest displaying a negative FE. The results con rm previous research that the FE continues in Estonia. Using CTT methods, Must, te Nijenhuis, Must, and van Vianen (2009) found positive gains on the Estonian NIT subtests Computation (.15), Information (.94), Vocabulary (.65), Analogies (1.81), and Comparison (2.34). An implication of the current study shows the viability of IRT to supplement CTT when analyzing the FE. The IRT procedures demonstrated in the current study provides a counter argument that the rise in IQ scores is a psychometric artifact, at least in the domains of Comprehension-Knowledge, Fluid Reasoning, and Visual Processing. As this study was unable to examine causative factors involved in the FE, future studies should examine if the score gains might be attributed to some environmental cause (e.g., nutrition, education) or biological cause (e.g., heterosis).