Kelompok 3 Belief About Intelligence PPT

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Suhermi
(18709251007)
Seftika Anggraini
(18709251016)
Restu Widhi Laksana
WHAT IS BELIEFS?
Beliefs as propotional attitude, beliefs as
subjectif probability, beliefs as inference, and
beliefs as association (Egan, 1986).
 Beliefs have a significant effect on the way we
view ourselves as learners and how we operate in
the classroom (Dweck, 2000; Hofer, 2001;
Schraw, 2000; Sinatra, 2001).

1
WHAT IS IMPLICIT BELIEF?
Much of our behavior is shaped by unconscious
beliefs about key aspects of learning, such as
intelligence and knowledge.
 Implicit beliefs often give rise to an implicit
theory; that is, a set of tacit assumptions by a
person about how some phenomenon works.
 Understanding implicit beliefs is an important
first step in becoming self-regulated.

2
IS INTELLIGENCE CHANGEABLE?
Incremental Theory
Intelligence is the
ability to adapt
successfully to an
environment
 Intelligence is
changeable and
controllable
 Can be improved
(Ackerman & Lohman,
2006; Perkins, 1995)

Entity Theory
Intelligence is
internal, stable, and
uncontrollable trait
 Intelligence is fixed
and unchangeable
 Can not be improved
(Weiner, 1986; Jensen,
1992)

3
Incremental Theory
Entity Theory
Learning Goal
Performance Goal
Performance
Approach
Performance
Avoidance
4
CHARACTERISTICS OF LEARNING-AND
PERFORMANCE-ORIENTED STUDENTS
Learning Orientation
Improving competence
 Seeks challenge
 Persists
 Attributes success to
effort
 Positive response to
failure
 Uses strategies
effectively
 Self-regulated

Performance Orientation
Providing competence
 Avoids challenge
 Quits
 Attributes success to
ability
 Negative response to
failure
 Uses inappropriate
strategies
 Helpless

5
FAKTOR YANG MEMPENGARUHI BELIEFS
OF INTELLIGENCE?
Ames & Archer
(1988)
Dweck (2000)
Dispositional
factors: Basic
Personality make
up
Environmental
factors: school,
teachers, and
classmates
Performance
Values
Performance
goal students
Improvement
Values
Learning goal
students
6
FORSTERING ADAPTIVE GOALS
1.
2.
3.
4.
5.
Promote the view that intellectual development
is controllable.
Reward effort and improvement while deemphasizing native ability.
Emphasize the process rather than the products
of learning.
Stress that mistakes are a normal (and healthy)
part of learning.
Encourage individual rather than group,
evaluative standars.
7
THANK YOU
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