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Knowledge or Abilities? How Undergraduates Define Intelligence.

ABSTRACT: Whether students view intelligence as a fixed or malleable trait (i.e., their "mindset") has significant implications for their responses to failure and academic outcomes. Despite a long history of research on mindset and its growing popularity, recent meta-analyses suggest that mindset does a poor job of predicting academic outcomes for undergraduate populations. Here, we present evidence that these mixed results could be due to ambiguous language on the mindset scale. Specifically, the term "intelligence" is a referent in every item of the mindset scale but is never defined, which could result in differing interpretations and measurement error. Therefore, we conducted an exploratory, qualitative study to characterize how undergraduate students define intelligence and how their definitions may influence how they respond to the mindset scale. We uncovered two distinct ways that undergraduates define intelligence: knowledge and abilities (e.g., ability to learn, solve problems). Additionally, we found that students' definitions of intelligence can vary across contexts. Finally, we present evidence that students who define intelligence differently also interpret and respond to the items on the mindset scale differently. We discuss implications of these results for the use and interpretation of the mindset scale with undergraduate students.

SUBMITTER: Limeri LB

PROVIDER: S-EPMC8697642 | biostudies-literature | 2020 Mar

REPOSITORIES: biostudies-literature

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Knowledge or Abilities? How Undergraduates Define Intelligence.

Limeri Lisa B LB Choe Jun J Harper Hannah G HG Martin Hannah R HR Benton Annaleigh A Dolan Erin L EL

CBE life sciences education 20200301 1

Whether students view intelligence as a fixed or malleable trait (i.e., their "mindset") has significant implications for their responses to failure and academic outcomes. Despite a long history of research on mindset and its growing popularity, recent meta-analyses suggest that mindset does a poor job of predicting academic outcomes for undergraduate populations. Here, we present evidence that these mixed results could be due to ambiguous language on the mindset scale. Specifically, the term "i ...[more]

PMID: 32004101

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Project description:Twin research has supported the concept of intelligence (general cognitive ability, g) by showing that genetic correlations between diverse tests of verbal and nonverbal cognitive abilities are greater than 0.50. That is, most of the genes that affect cognitive abilities are highly pleiotropic in the sense that genes that affect one cognitive ability affect all cognitive abilities. The impact of this finding may have been blunted because it depends on the validity of the twin method. Although the assumptions of the twin method have survived indirect tests, it is now possible to test findings from the twin method directly using DNA alone in samples of unrelated individuals, without the assumptions of the twin method. We applied this DNA method, implemented in a software package called Genome-wide Complex Trait Analysis (GCTA), to estimate genetic variance and covariance for two verbal tests and two nonverbal tests using 1.7 million DNA markers genotyped on 2500 unrelated children at age 12; 1900 children also had cognitive data and DNA at age 7. Because each of these individuals is one member of a twin pair, we were able to compare GCTA estimates directly to twin study estimates using the same measures in the same sample. At age 12, GCTA confirmed the results of twin research in showing substantial genetic covariance between verbal and nonverbal composites. The GCTA genetic correlation at age 12 was 1.0 (SE = 0.32), not significantly different from the twin study estimate of 0.60 (SE = 0.09). At age 7, the genetic correlations were 0.31 (SE =0.32) from GCTA and 0.71 (SE = 0.15).from twin analysis. The results from the larger sample and stronger measures at age 12 confirm the twin study results that the genetic architecture of intelligence is driven by pleiotropic effects on diverse cognitive abilities. However, the results at age 7 and the large standard errors of GCTA bivariate genetic correlations suggest the need for further research with larger samples.

Project description:BackgroundEmotional intelligence (EI) is thought to play a significant role in professional and academic success. EI is important for medical personnel to cope with highly stressful circumstances during clinical and academic settings. The present prospective follow-up study intends to evaluate the changes in EI and their correlates among medical undergraduates over a five-year period.MethodsData were collected in 2015 and 2020 at the Faculty of Medicine, University of Colombo, Sri Lanka. EI was assessed using the validated 33-item self-assessment tool, Schutte Self-Report Emotional Intelligence Test (SSEIT). In addition, socio-demographic details, students' involvement in extracurricular-activities during undergraduate life, students' satisfaction regarding the choice of studying medicine and plans to do postgraduate studies were also evaluated. A multiple-regression analysis was conducted among all students using percentage change in EI score as the continuous dependent variable, together with other independent variables (plan to do postgraduate studies, satisfaction in choice of medicine and extracurricular-activities).ResultsSample size was 170 (response rates-96.6%), with 41.2% males (n = 70). Mean EI scores at baseline among all students was 122.7 ± 11.6, and it had significantly increased at follow-up to 128.9 ± 11.2 (p < 0.001). This significant increase was independently observed in both males (122.1 ± 12.2 vs. 130.0 ± 12.4, p < 0.001) and females (123.1 ± 11.1 vs. 128.2 ± 10.3, p = 0.001). During follow-up, an increase in EI score was observed in students of all religions and ethnicities. Mean EI score also increased in all categories of monthly income, irrespective of the employment status or attainment of higher education of either parent. An increase in mean EI score during follow-up was observed in students irrespective of their engagement in or number of extracurricular-activities, they were involved. In the multiple regression analysis, being satisfied regarding their choice of the medical undergraduate programme (OR:11.75, p = 0.001) was the only significant factor associated with the percentage change in EI score.ConclusionEI in this group significantly improved over 5-years of follow-up and was independent of gender, religion, ethnicity, socio-economic parameters and academic performance. Satisfaction in the chosen field was a significant predictor of the overall change in EI. Future studies are needed to identify and measure factors responsible for improvement in EI among medical undergraduates.

Project description:Background: Antimicrobial resistance (AMR) is a global health problem contributing to increasing rates of morbidity and mortality throughout the world. Inadequate knowledge and misconceptions surrounding antibiotics and their overuse can significantly contribute to the growth and spread of AMR. This study aimed to assess knowledge, attitudes, and practices (KAP) regarding antibiotic use and resistance among undergraduates in Pokhara, Nepal, and examine associations of knowledge and attitudes with demographic factors and specific antibiotic use practices. Methods: A cross-sectional survey was conducted from April to September 2023 among 461 undergraduate students in Pokhara Metropolitan City. Frequency distributions were used to describe participants' KAP regarding antibiotics. Chi-square tests were applied to identify factors significantly associated with knowledge and attitudes toward antibiotics, with a significance level of 5%. Result: Among the total participants, 155 (33.6%, 95% CI: 29.6-38.3) had a lower level of knowledge regarding antibiotics, while a moderate and higher level of knowledge was observed among 208 (45.1%, 95% CI: 40.1-49.5) and 98 (21.3%, 95% CI: 17.5-24.7) students, respectively. Nearly half (53.6%, 95% CI: 48.9-58.2; 50.1%, 95% CI: 45.8-54.4) of the students illustrated positive attitudes and good practices. Factors such as gender, academic discipline, and previous education on antibiotics were associated with students' knowledge regarding antibiotics, at 5% level of significance (p < 0.05). Similarly, a statistically significant relationship existed between students' academic discipline, past courses, and their attitudes toward antibiotics. The knowledge of the participants on the antibiotic use was found to have a statistical relationship with practice-related attributes such as finishing the antibiotic course even after feeling well, giving less preference to antibiotic for cold (p < 0.05). The attitude of the participants toward antibiotics was found to have a statistical relation with practices such as consulting a doctor for antibiotics and finishing the course of antibiotic (p < 0.05). Conclusion:A large proportion of undergraduates have moderate to high knowledge regarding antibiotic use, while only half had a positive attitude and good practice toward antibiotic use, suggesting a large gap existing in awareness of antibiotic resistance and rational use.

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Knowledge or Abilities? How Undergraduates Define Intelligence.

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Knowledge or Abilities? How Undergraduates Define Intelligence.

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