The Case Against Dweck

A challenge to:
http://talentbites.blogspot.ch/2013/02/belief-in-learning.html

Dweck's theory on the relationship between intelligence theory and willingness to seek challenges and persevere (Dweck & Leggett, 1988; Dweck, 1999) has been studied for over 20 years. It has been of course challenged.

Achievement goals and behaviour patterns (O'Shea et al, following Dweck 1986)

The main challenges follow:

1. The model is only relevant to young children

Carmichael and Taylor (2005) worked with a group of 129 students (median age of 29) and found that the majority of them subscribed to an incremental theory of intelligence, suggesting that maybe it is only in early ages that Dweck's relationships work.

The study of 182 third level students by Breen, Cleary and O'Shea (2010) observed that only a minority reported a tendency towards performance goals (although caution should be taken since this was self-reported).

2. The model's relationships do not exist or are weak

Dupeyrat and Marine (2005) found that individuals with learning goals were more likely to persevere in their studies, having a positive impact on learning and achievement. However they could not find a connection between theory of intelligence and goal orientation.

A study by Breen, Cleary and O'Shea (2007) found that it was the individuals' level of confidence and not their theory of intelligence that influenced perseverance and performance against a task. The same authors, however later found (2010) a statistically significant correlation between theory of intelligence and goal orientation, however assessing it as weaker than what is implicit in Dweck's theory.


Conclusions

Research would suggest there is a connection between theories of intelligence, goal orientation, confidence and attitude and performance in the face of challenge. It also seems to indicate it might be: very complex, not as strong as originally thought, and age dependant.

The latest studies however remain reasonably positive about it. Breen, Cleary and O'Shea's 2010 study concludes that:

"... a student's theory of intelligence, goal orientation, and confidence in his mathematical ability influenced his persistence at difficult mathematical tasks."
"... theory of intelligence, learning goals, and confidence measures were significant predictors of the persistence measure for the group as a whole."

We will be looking forward to further research. It is in any case good to keep reflecting about it. If only for our own development.


References
 
Breen, S., Cleary, J. and O'Shea, A. (2007). A study of third level students' beliefs about mathematics. Proceedings of the Second Conference on Research in Mathematics Education, 202-215.
 
Breen, S., Cleary, J. and O'Shea, A. (2010). Exploring the role of confidence, theory of intelligence and goal orientation in determining a student's persistence on mathematical tasks. Proceedings of the British Congress for Mathematics Education.
 
Carmichael, C. and Taylor, J.A. (2005). Analysis of student beliefs in a tertiary preparatory mathematics course. International Journal of Mathematical Education in Science and Technology 36(7), 713-719.

Dupeyrat, C. and Marine, C. (2005). Implicit theories of intelligence, goal orientation, cognitive engagement, and achievement: A test of Dweck's model with returning to school adults. Contemporary Educational Psychology 30: 43-59.

Dweck, C.S. (1999). Self-theories: Their role in motivation, personality and development. Philadelphia: Psychology Press.
Dweck, C.S., & Leggett, E.L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.