An evaluation of an intervention to change first–year psychology students’ theory of intelligence

Abstract

Some people hold an entity theory of intelligence: they think of intelligence as innate. In contrast, others hold an incremental theory, believing that intelligence can be changed. Previous research has shown that an incremental theory is associated with positive outcomes. The aim of this paper was to evaluate an intervention which promoted an incremental view of intelligence in first–year university students. Thirty–five students were shown a presentation which discussed research promoting an incremental view of intelligence (intervention group). Forty–four students were shown a presentation which discussed research on memory (control group). Participants completed measures of theory of intelligence, goa s and behavioural intentions before and after the presentation. Results suggested that the intervention had been successful in promoting an incremental view of intelligence and thus positive learning behaviours. Interventions such as this may therefore have a positive impact on student success at university.