Faculty Beliefs about the Nature of Intelligence

Main Article Content

Lisa Melanie Rubin
Emily A Dringenberg
Jessica J Lane
Andrew J Wefald

Abstract

Educators shape the learning experiences of students in the classroom. Their views on intelligence influence the beliefs students have about their own abilities to learn. Astin (2016) cautioned, "The faculty culture regards smartness in an almost reverential fashion" (p. 4). Research on academic mindsets has focused mainly on secondary education (e.g., Dweck, 2016; Yeager & Dweck, 2012). There is a gap in the literature about educator views about intelligence in higher education. The purpose of this study was to measure the beliefs that faculty from various academic disciplines hold about the nature of their own intelligence and the intelligence of their students. Faculty at one land grant institution participated in an eight-term Mindset survey. Position was the only statistically significant demographic factor.

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How to Cite
Rubin, L., Dringenberg, E., Lane, J., & Wefald, A. (2019). Faculty Beliefs about the Nature of Intelligence. Journal of the Scholarship of Teaching and Learning, 19(4). https://doi.org/10.14434/josotl.v19i4.24158
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Articles
Author Biographies

Lisa Melanie Rubin, Kansas State University

Assistant Professor

Department of Special Education, Counseling, & Student Affairs

Emily A Dringenberg, Ohio State University

Assistant Professor

Department of Engineering Education

Jessica J Lane, Kansas State University

Assistant Professor

Department of Special Education, Counseling, & Student Affairs

Andrew J Wefald, Kansas State University

Associate Professor

Staley School of Leadership Studies