Publication: Teorías implícitas sobre la inteligencia : su modificación mediante un programa de inteligencia práctica para la escuela primaria
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2021-04-30
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Universidad Complutense de Madrid
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Abstract
Este trabajo aborda el tema de las teorías implícitas de la inteligencia y sus repercusiones en la escuela. Se presentan los resultados de dos estudios empíricos, en ambos se explora la variable género. El primero consiste en un estudio descriptivo - exploratorio que tuvo como propósito identificarlas creencias de inteligencia en los niños y niñas de 5º y 6º de primaria(n=97), así como las de sus profesores y padres. Los resultados mostraron que predomina una concepción estática de la inteligencia en todos los participantes, la cual ha influido en el autoconcepto académico de los estudiantes y en las expectativas de los profesores sobre el rendimiento de sus alumnos. Con relación a las diferencias de género, los profesores y niños consideran a las niñas menos inteligentes y ellas mismas se autoperciben moderadamente inferiores a los niños. Estos datos son consistentes con lo planteado enla teoría de Carol Dweck. El segundo estudio es una investigación cuasi experimental tipo pretest -entrenamiento- postest, con grupo control, que tuvo como objetivo comprobar la posibilidad de modificar las ideas previas sobre la inteligencia en un grupo de los niños y niñas participantes en el primer estudio (n=48), a través de la intervención psicopedagógica con el Programa de Inteligencia Práctica para la Escuela (IPPE) de Gardner, Sternberg y otros. Los resultados indican que los integrantes del grupo experimental mejoraron significativamente su nivel de razonamiento metacognitivo lo que les permitió iniciar la redescripción de sus creencias de la inteligencia hacia una concepción incremental en términos de la teoría de C.Dewck y de los autores del IPPE; también hubo mejoría en el rendimiento académico. La experiencia de la intervención demuestra que el IPPE es un programa que contribuye efectivamente a desestructurar las ideas innatistas y esterotipadas de la inteligencia en los estudiantes, además de propiciar la equidadde género. Por último, no se encontró evidencia de que el IPPE incremente significativamente la inteligencia general que miden los tests de CI
This work covers the subject of implicit theories of intelligence and their influence inprimary education. Two studies were carried out to explore the gender variable. The firststudy explores concepts or beliefs regarding intelligence which includes boys and girlsin 5th and 6th grade (n=97), also parents and the professors. Results show that there is afixed notion of how intelligence is perceived by all the participants. It was found thattheir beliefs deeply influence their self-concept of academic performance as well as theexpectations of the professors regarding the student’s grades. Regarding genderdifferences, professors and boys believe that girls are less intelligent. Girls perceive themselves slightly less intelligent than boys. Data presented here is consistent withCarol Dweck’s theory.The second study involves a cuasi-experimental pre-post training with a control groupdesigned to see what are the possibilities of changing fixed notions about intelligence inchildren tested during the first study (n=48). This leg of the study used apsychopedagogic approach with the Practical Intelligence For School program (PIFS)by Gardner, Sternberg and others. Results show that the members of the experimentalgroup improved significantly in their reasoning and metacognitive level which allowed them to initiate an incremental review of their concepts about intelligence based on C.Dweck and the authors of the PIFS program. These children also improved in their academic performance. Our experience in this intervention shows that the PIFS program effectively contributes in breaking fixed concepts and stereotypes regarding aperson’s intelligence besides equalizing the genders. Finally, there was no evidencethat the PIFS alone increases the level of intelligence according to CI tests.
This work covers the subject of implicit theories of intelligence and their influence inprimary education. Two studies were carried out to explore the gender variable. The firststudy explores concepts or beliefs regarding intelligence which includes boys and girlsin 5th and 6th grade (n=97), also parents and the professors. Results show that there is afixed notion of how intelligence is perceived by all the participants. It was found thattheir beliefs deeply influence their self-concept of academic performance as well as theexpectations of the professors regarding the student’s grades. Regarding genderdifferences, professors and boys believe that girls are less intelligent. Girls perceive themselves slightly less intelligent than boys. Data presented here is consistent withCarol Dweck’s theory.The second study involves a cuasi-experimental pre-post training with a control groupdesigned to see what are the possibilities of changing fixed notions about intelligence inchildren tested during the first study (n=48). This leg of the study used apsychopedagogic approach with the Practical Intelligence For School program (PIFS)by Gardner, Sternberg and others. Results show that the members of the experimentalgroup improved significantly in their reasoning and metacognitive level which allowed them to initiate an incremental review of their concepts about intelligence based on C.Dweck and the authors of the PIFS program. These children also improved in their academic performance. Our experience in this intervention shows that the PIFS program effectively contributes in breaking fixed concepts and stereotypes regarding aperson’s intelligence besides equalizing the genders. Finally, there was no evidencethat the PIFS alone increases the level of intelligence according to CI tests.
Description
Tesis inédita de la Universidad Complutense de Madrid, Facultad de Educación, Departamento de Psicología Evolutiva y de la Educación, leída el 13-04-2004.