Assessment of Participants’ Theories of Intelligence : Reliability and Validity of the Implicit Association Test
Open accessAbstract
本研究は, 達成目標理論における暗黙の知能観研究において, 顕在的測度(質問紙)と, 潜在的測度 (Implicit Association Test : IAT)を使用し, 顕在・潜在の両側面から, 参加者の暗黙の知能観を査定し, 課題遂行場面で生じる感情や行動パターンとの関連を検証した。実験1では, IATの再検査信頼性を確認した。同時に, IATは顕在的な測度とは関連がみられないことを示した。実験2では, 自己報告の他に, 課題遂行中の参加者の表情を他者評定し査定した状態不安と, 質問紙およびIATで査定した顕在・潜在的な知能観との関連を検討した。結果は, 先行研究からの仮説どおり, 顕在的測度と潜在的測度は, 関連する対象が異なった。顕在的知能観は, 自己評定式の尺度の回答に関連していた一方, 潜在的知能観は, 他者評定による自発的行動に関連していた。従来の研究で扱われてきた, 顕在的測度で査定される意識的な領域のみならず, 潜在的測度で査定される無意識的な領域への, 更なる研究が必要であることと, 潜在的な知能観を意識化するアプローチを用いた介入方法も検討する価値があることを示唆した。
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The Japanese-translated version of the Implicit Theory of Intelligence Scale has construct validity and internal consistency.
“This scale has construct validity and internal consistency [59, 60] and comprises three items (e.g., “You have a certain amount of intelligence and you really can’t do much to change it”).”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Cites
A social-cognitive approach to motivation and personality.
Dweck, C. S., & Leggett, E. L. (1988) · Psychological Review · doi:10.1037/0033-295x.95.2.256 · Cited by 9,745 · see citing works
Measuring individual differences in implicit cognition: the implicit association test
Greenwald, A. G., McGhee, D. E., & Schwartz, J. L. K. (1998) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.74.6.1464 · Cited by 9,210 · see citing works
Understanding and using the Implicit Association Test: I. An improved scoring algorithm.
Greenwald, A. G., Nosek, B. A., & Banaji, M. R. (2003) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.85.2.197 · Cited by 5,815 · see citing works
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007) · Child Development · doi:10.1111/j.1467-8624.2007.00995.x · Cited by 3,784 · see citing works
The automated will: nonconscious activation and pursuit of behavioral goals.
Bargh, J. A., Gollwitzer, P. M., Lee-Chai, A., Barndollar, K., & Trötschel, R. (2001) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.81.6.1014 · Cited by 1,865 · see citing works
The Social Desirability Variable in Personality Assessment and Research.
Sprott, D. A., & Edwards, A. L. (1959) · Journal of the American Statistical Association · doi:10.2307/2282171 · Cited by 1,495 · see citing works
Implicit theories, attributions, and coping: A meaning system approach.
Hong, Y.-Y., Chiu, C.-Y., Dweck, C. S., Lin, D. M.-S., & Wan, W. (1999) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.77.3.588 · Cited by 1,358 · see citing works
Becoming a self-regulated learner: Which are the key subprocesses?
Zimmerman, B. J. (1986) · Contemporary Educational Psychology · doi:10.1016/0361-476x(86)90027-5 · Cited by 1,247 · see citing works
Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory.
Middleton, M., & Midgley, C. (1997) · Journal of Educational Psychology · doi:10.1037/0022-0663.89.4.710 · Cited by 1,175 · see citing works
Understanding and Using the Implicit Association Test: II. Method Variables and Construct Validity
Nosek, B. A., Greenwald, A. G., & Banaji, M. R. (2004) · Personality and Social Psychology Bulletin · doi:10.1177/0146167204271418 · Cited by 1,158 · see citing works
Theories of Self-Regulated Learning and Academic Achievement: An Overview and Analysis
Zimmerman, B. J. (2013) · doi:10.4324/9781410601032-5 · Cited by 1,139 · see citing works
Asendorpf, J. B., Banse, R., & Mücke, D. (2002) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.83.2.380 · Cited by 690 · see citing works
Predictive validity of an implicit association test for assessing anxiety.
Egloff, B., & Schmukle, S. C. (2002) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.83.6.1441 · Cited by 629 · see citing works
Self-Theories Motivate Self-Regulated Learning
Dweck, C. S., & Master, A. (2012) · doi:10.4324/9780203831076-7 · Cited by 126 · see citing works
What is Automaticity? An Analysis of Its Component Features and Their Interrelations.
Moors, A., & Houwer, J. D. (2007) · Cited by 42 · see citing works
Participants' Theories of Intelligence and Pursuit of Nonconscious Goals
Oikawa, M. (2005) · The Japanese Journal of Educational Psychology · doi:10.5926/jjep1953.53.1_14 · Cited by 13 · see citing works
THE STUDY OF METACOGNITION IN SOLVING ARITHMETIC WORD PROBLEM
Okamoto, M. (1992) · The Japanese Journal of Educational Psychology · doi:10.5926/jjep1953.40.1_81 · Cited by 12 · see citing works
CAUSAL ATTRIBUTIONS AND ACHIEVEMENT-RELATED AFFECTS
Nasu, M., & 堀野, 緑. (1991) · The Japanese Journal of Educational Psychology · doi:10.5926/jjep1953.39.3_332 · Cited by 3 · see citing works
The new coping-model of self-regulated learning
Uebuchi, H. (2004) · The Japanese journal of psychology · doi:10.4992/jjpsy.75.359 · Cited by 2 · see citing works
Self-citation
Flagged first, then by citations
Research works printed but not linked: 1
- Fujii,T.,Ikeda,N., & Uebuchi, H. (2009). The priming effect on the achievement motivation. Bulletin of Toky o Gakugei University , Educational Sciences, 60, 131-1 39.
Cited by
Sorted by citations
Kuroda, Y., Yamakawa, O., & Ito, M. (2022) · BMC Psychology · doi:10.1186/s40359-022-00746-3 · Cited by 37 · see citing works
- Authors
- FUJII, T., & UEBUCHI, H.
- Affiliations
- Gakushuin University (JP)
- Tokyo Gakugei University (JP)
- ORCID
- UEBUCHI, HISASHI
- Venue
- The Japanese Journal of Educational Psychology
- Published
- 2010
- Volume
- 58
- Issue
- 3
- Pages
- 263-274
- ISSN
- 0021-5015 (ISSN-L)
- 2186-3075
- OpenAlex
- W2326110823
- Cited by
- 9
- References
- 19
- Citations by year
- 2024: 1 · 2022: 1 · 2018: 1 · 2017: 2 · 2015: 1 · 2013: 2
- FWCI
- 1.25
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- The Japanese Journal of Educational Psychology (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Sociology and Political Science › Social and Intergroup Psychology
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Keywords
- implicit theories of intelligence, Implicit Association Test, achievement goal theory, implicit measures, test-retest reliability, facial expressions, state anxiety, unconscious beliefs
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review