RELACIJE IMPLICITNIH TEORIJA INTELIGENCIJE I UVERENJA O ETIOLOGIJI INDIVIDUALNIH RAZLIKA RELEVANTNIH ZA OBRAZOVANJE: ULOGA BIHEJVIORALNE GENETIKE U NASTAVNIČKOJ PRAKSI
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Кључне речи:
bihejvioralna genetika, implicitne teorije inteligencije, N-N kontroverza, nastavnici
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Cilj ovog istraživanja je bio ispitati relacije između implicitnih teorija inteligencije i uverenja koja nastavnici imaju o relativnom uticaju gena i sredine u objašnjenju individualnih razlika relevantnih za obrazovanje. U ovom istraživanju, kao takve su se združeno razmatrale kognitivne sposobnosti i osobine ličnosti, s obzirom na to da su se inteligencija i osobine ličnosti najsistematičnije razmatrale u prethodnim istraživanjima u oblastima psihologije obrazovanja i bihejvioralne genetike. Cilj je bio i ispitati efekte koje znanje o bihejvioralnoj genetici i otvorenost prema bihejvioralno-genetičkim istraživanjima u obrazovanju ostvaruju u prethodno navedenoj relaciji. Dodatno, ispitana je i uloga sociodemografskih karakteristika u objašnjenju razlika između nastavnika po svim ispitivanim varijablama. U istraživanju je učestvovalo 225 učitelja, nastavnika i profesora (88.5 % ženskog pola) sa teritorije Republike Srbije (prosečne starosti 42.9 godina). Rezultati ukazuju na značajne i direktne doprinose koje ostvaruju inkrementalne teorije inteligencije u pozitivnom, te znanje iz oblasti bihejvioralne genetike u negativnom smeru, na uverenja o značaju gena i sredine u kognitivnim sposobnostima i osobinama ličnosti. Teorije entiteta ostvaruju negativan doprinos otvorenosti nastavnika prema bihejvioralno-genetičkim istraživanjima. Razlike u odnosu na sociodemografske karakteristike nastavnika nisu detektovane. Nalazi ovog istraživanja ukazali su na značaj znanja iz oblasti bihejvioralne genetike i implicitnih teorija inteligencije u objašnjenju razlika u uverenjima prosvetnih radnika o značaju gena i sredine u oblikovanju individualnih razlika relevantnih za obrazovanje.
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Radević, L. N., & Milovanović, I. Z. RELACIJE IMPLICITNIH TEORIJA INTELIGENCIJE I UVERENJA O ETIOLOGIJI INDIVIDUALNIH RAZLIKA RELEVANTNIH ZA OBRAZOVANJE: ULOGA BIHEJVIORALNE GENETIKE U NASTAVNIČKOJ PRAKSI. Годишњак Филозофског факултета у Новом Саду, 45(2), 93–114. https://doi.org/10.19090/gff.2020.2.93-114
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Психологија
Референце
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Arbuckle, J. (2006). Amos 7.0 user's guide. Marketing Division, SPSS Incorporated.
Asbury, K., & Plomin, R. (2013). G is for genes: The impact of genetics on education and achievement (Vol. 24). John Wiley & Sons (pp. 100-112).
Autor. (2014). Primenjena psihologija.
Autor. (2016). Nastava i vaspitanje.
Autor. (2019). Twin Research and Human Genetics.
Benbow, C. P. (1992). Academic achievement in mathematics and science of students between ages 13 and 23: Are there differences among students in the top one percent of mathematical ability? Journal of Educational Psychology, 84(1), 51. https://doi.org/10.1037/0022-0663.84.1.51
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78, 246–263. doi:10.1111/j.1467-8624.2007.00995.x
Carr, P. B., & Dweck, C. S. (2011). Intelligence and motivation. In R. J. Sternberg & S. B. Kaufman (Eds.), The Cambridge handbook of intelligence (pp. 748–70). New York: Australian Journal of Teacher Education.
Castera, J., & Clement, P. (2014). Teachers’ conceptions about the genetic determinism of human behaviour: A survey in 23 countries. Science and Education, 23(2) 417–443. https://doi.org/10. 1007/s11191-012-9494-0
Costa, P. T., & McCrae, R. R. (1992). Neo Pi-R. Odessa, FL: Psychological Assessment Resources.
Crosswaite, M. L. (2018). Teacher beliefs about the aetiology of individual differences in educationally relevant traits, and the relevance of behavioural genetics to education (Doctoral dissertation, University of York).
Crosswaite, M., & Asbury, K. (2019). Teacher beliefs about the aetiology of individual differences in cognitive ability, and the relevance of behavioural genetics to education. British Journal of Educational Psychology, 89(1), 95-110. doi:10.1111/bjep.12224
Devonshire, I., & Dommett, E. (2010). Neuroscience: Viable Applications in Education? The Neuroscientist, 16(4), 349-356. https://doi.org/10.1177/1073858410370900
Dweck, C. S. (1986). Motivational processes affecting learning. American psychologist, 41(10). https://doi.org/10.1037/0003-066X.41.10.1040
Dweck,C.(1999).Self-theories:Their role in motivation, Personality, and development (Essays in Social Psychology) (1st ed.). Hove, UK: Psychology Press.
Furnham, A., Monsen, J., & Ahmetoglu, G. (2009). Typical intellectual engagement, Big Five personality traits, approaches to learning and cognitive ability predictors of academic performance. British Journal of Educational Psychology, 79(4), 769-782. https://doi.org/10.1348/978185409X412147
Georgiou, S. (2008). Beliefs of experienced and novice teachers about achievement. Educational Psychology, 28(2), 119-131. https://doi.org/10.1080/01443410701468716
Gietz, C., & McIntosh, K. (2014). Relations between student perceptions of their school environment and academic achievement. Canadian Journal of School Psychology, 29(3), 161-176. doi: https://doi.org/10.1177/0829573514540415
Hakimi, S., Hejazi, E., & Lavasani, M. G. (2011). The relationships between personality traits and students’ academic achievement. Procedia-Social and Behavioral Sciences, 29, 836-845. https://doi.org/10.1016/j.sbspro.2011.11.312
Haworth, C., & Plomin, R. (2012). Genetics and education: Toward a genetically sensitive classroom. In K. R. Harris, S. Graham, T. Urdan, C. B. McCormick, G. M. Sinatra, & J. Sweller (Eds.), APA educational psychology handbook, Vol 1: Theories, constructs, and critical issues (pp. 529–559). American Psychological Association.
Haworth, C., Wright, M., Luciano, M., Martin, N., de Geus, E., van Beijsterveldt, C., ...Plomin, R. (2010). The heritability of general cognitive ability increases linearly from childhood to young adulthood. Molecular Psychiatry, 15(11), 1112–1120. https://doi.org/10.1038/mp.2009.55
Hildebrandt, S., & Eom, M. (2011). Teacher professionalization: Motivational factors and the influence of age. Teaching and Teacher Education, 27(2), 416–423. https://doi.org/10.1016/j.ta te.2010.09.011
Hong, Y-Y., Chiu, C-y, Dweck, C. S., Lin, D. M. S., & Wan, W. (1999). Implicit theories, attributions, and coping: A meaning system approach. Journal of Personality and Social Psychology, 77, 588–599. doi:10.1037//0022-3514.77.3.588
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. doi:10.1080/10705519909540118
İlhan, M., & Çetin, B. (2013). The Turkish Adaptation of Implicit Theory of Intelligence Scale: The Validity and Reliability Study. Journal of Science and Mathematics Education, 7(1), 191–221. doi:10.12973/nefmed159
Krapohl, E., Rimfeld, K., Shakeshaft, N. G., Trzaskowski, M., McMillan, A., Pingault, J. B., ... & Plomin, R. (2014). The high heritability of educational achievement reflects many genetically influenced traits, not just intelligence. Proceedings of the national academy of sciences, 111(42), 15273-15278.
Lazarević, Lj. (2008). Primena indeksa podesnosti u testiranju teorijskih modela u psihologiji: Mogućnosti i ograničenja. Zbornik Instituta za pedagoška istraživanja, 40(1), 101–121. doi:10.2298/ZIPI0801101
Leroy, N., Bressoux, P., Sarrazin, P., & Trouilloud, D. (2007). Impact of teachers’ implicit
theories and perceived pressures on the establishment of an autonomy supportive classroom. European Journal of Psychology of Education, 22(4), 529–545. doi: 10.1007/bf03173470
Loewenthal, K. M. (2004). An introduction to Psychological Tests and Scale, 2nd ed. Hove: Pschology Press.
Lynott, D., & Woolfolk, A. E. (1994). Teachers’ implicit theories of intelligence and their educational goals. Journal of Research and Development in Education, 27(4), 253–264.
Plomin, R., DeFries, J., Knopik, V., & Neiderhiser, J. (2016). Top 10 replicated findings from behavioral genetics. Perspectives on Psychological Science, 11(1), 3–23. https://doi.org/10. 1177/1745691615617439
Plomin, R., & von Stumm, S. (2018). The new genetics of intelligence. Nature Reviews Genetics, 19(3), 148. doi: 10.1038/nrg.2017.104
Pretzlik, U., Olsson, J., Nabuco, M., & Cruz, I. (2003). Teachers’ implicit views of intelligence predict self-perceptions as learners. Cognitive Development, 18, 579–600
Republički zavod za statistiku (2019). Nastavnici na početku školske godine po polu i dužini radnog vremena. Preuzeto sa: https://data.stat.gov.rs/Home/Result/11020201?languageCode=sr-Cyrl na dan 21.4.2020.
Ridley, M. (2003). Nature via nurture: Genes. Experience, and what makes us human. New York. (pp. 30-37)
Rimfeld, K., Ayorech, Z., Dale, P., Kovas, Y., & Plomin, R. (2016). Genetics affects choice of academic subjects as well as achievement. Scientific Reports, 6(1). doi: 10.1038/srep26373
Shively, L. R., & Ryan, S. C. (2013). Longitudinal changes in college students’ implicit theories of intelligence. Social Psychology Education, 16, 241–256. doi:10.1007/s11218-012-9208-0
Sternberg, R. J. (1990). Metaphors of mind: Conceptions of the nature of intelligence. Cambridge University Press. pp. 200-220.
Steinmayr, R., & Spinath, B. (2008). Sex differences in school achievement: What are the roles of personality and achievement motivation?. European Journal of Personality: Published for the European Association of Personality Psychology, 22(3), 185-209. https://doi.org/10.1002/per.676
Stipek, D. J. (2002). Motivation to learn: Integrating theory and practice (4th ed.). Boston, MA: Allyn & Bacon.
Stump, S. G., Husman, J., & Corby, M. (2014). Engineering students’ intelligence beliefs and learning. Journal of Engeneering Education, 103(3), 369–387. doi:10.1002/jee.20051
Tabachnick, B. G., & Fidell, L.S. (2013). Using multivariate statistics, 6th ed. Boston: Pearson.
Turkheimer, E. (2000). Three Laws of Behavior Genetics and What They Mean. Current Directions In Psychological Science, 9(5), 160-164. http://dx.doi.org/10.1111/1467-8721.00084
Walker, S. O., & Plomin, R. (2005). The nature–nurture question: Teachers’ perceptions of how genes and the environment influence educationally relevant behaviour. Educational Psychology, 25(5), 509-516. https://doi.org/10.1080/01443410500046697
Arbuckle, J. (2006). Amos 7.0 user's guide. Marketing Division, SPSS Incorporated.
Asbury, K., & Plomin, R. (2013). G is for genes: The impact of genetics on education and achievement (Vol. 24). John Wiley & Sons (pp. 100-112).
Autor. (2014). Primenjena psihologija.
Autor. (2016). Nastava i vaspitanje.
Autor. (2019). Twin Research and Human Genetics.
Benbow, C. P. (1992). Academic achievement in mathematics and science of students between ages 13 and 23: Are there differences among students in the top one percent of mathematical ability? Journal of Educational Psychology, 84(1), 51. https://doi.org/10.1037/0022-0663.84.1.51
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78, 246–263. doi:10.1111/j.1467-8624.2007.00995.x
Carr, P. B., & Dweck, C. S. (2011). Intelligence and motivation. In R. J. Sternberg & S. B. Kaufman (Eds.), The Cambridge handbook of intelligence (pp. 748–70). New York: Australian Journal of Teacher Education.
Castera, J., & Clement, P. (2014). Teachers’ conceptions about the genetic determinism of human behaviour: A survey in 23 countries. Science and Education, 23(2) 417–443. https://doi.org/10. 1007/s11191-012-9494-0
Costa, P. T., & McCrae, R. R. (1992). Neo Pi-R. Odessa, FL: Psychological Assessment Resources.
Crosswaite, M. L. (2018). Teacher beliefs about the aetiology of individual differences in educationally relevant traits, and the relevance of behavioural genetics to education (Doctoral dissertation, University of York).
Crosswaite, M., & Asbury, K. (2019). Teacher beliefs about the aetiology of individual differences in cognitive ability, and the relevance of behavioural genetics to education. British Journal of Educational Psychology, 89(1), 95-110. doi:10.1111/bjep.12224
Devonshire, I., & Dommett, E. (2010). Neuroscience: Viable Applications in Education? The Neuroscientist, 16(4), 349-356. https://doi.org/10.1177/1073858410370900
Dweck, C. S. (1986). Motivational processes affecting learning. American psychologist, 41(10). https://doi.org/10.1037/0003-066X.41.10.1040
Dweck,C.(1999).Self-theories:Their role in motivation, Personality, and development (Essays in Social Psychology) (1st ed.). Hove, UK: Psychology Press.
Furnham, A., Monsen, J., & Ahmetoglu, G. (2009). Typical intellectual engagement, Big Five personality traits, approaches to learning and cognitive ability predictors of academic performance. British Journal of Educational Psychology, 79(4), 769-782. https://doi.org/10.1348/978185409X412147
Georgiou, S. (2008). Beliefs of experienced and novice teachers about achievement. Educational Psychology, 28(2), 119-131. https://doi.org/10.1080/01443410701468716
Gietz, C., & McIntosh, K. (2014). Relations between student perceptions of their school environment and academic achievement. Canadian Journal of School Psychology, 29(3), 161-176. doi: https://doi.org/10.1177/0829573514540415
Hakimi, S., Hejazi, E., & Lavasani, M. G. (2011). The relationships between personality traits and students’ academic achievement. Procedia-Social and Behavioral Sciences, 29, 836-845. https://doi.org/10.1016/j.sbspro.2011.11.312
Haworth, C., & Plomin, R. (2012). Genetics and education: Toward a genetically sensitive classroom. In K. R. Harris, S. Graham, T. Urdan, C. B. McCormick, G. M. Sinatra, & J. Sweller (Eds.), APA educational psychology handbook, Vol 1: Theories, constructs, and critical issues (pp. 529–559). American Psychological Association.
Haworth, C., Wright, M., Luciano, M., Martin, N., de Geus, E., van Beijsterveldt, C., ...Plomin, R. (2010). The heritability of general cognitive ability increases linearly from childhood to young adulthood. Molecular Psychiatry, 15(11), 1112–1120. https://doi.org/10.1038/mp.2009.55
Hildebrandt, S., & Eom, M. (2011). Teacher professionalization: Motivational factors and the influence of age. Teaching and Teacher Education, 27(2), 416–423. https://doi.org/10.1016/j.ta te.2010.09.011
Hong, Y-Y., Chiu, C-y, Dweck, C. S., Lin, D. M. S., & Wan, W. (1999). Implicit theories, attributions, and coping: A meaning system approach. Journal of Personality and Social Psychology, 77, 588–599. doi:10.1037//0022-3514.77.3.588
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. doi:10.1080/10705519909540118
İlhan, M., & Çetin, B. (2013). The Turkish Adaptation of Implicit Theory of Intelligence Scale: The Validity and Reliability Study. Journal of Science and Mathematics Education, 7(1), 191–221. doi:10.12973/nefmed159
Krapohl, E., Rimfeld, K., Shakeshaft, N. G., Trzaskowski, M., McMillan, A., Pingault, J. B., ... & Plomin, R. (2014). The high heritability of educational achievement reflects many genetically influenced traits, not just intelligence. Proceedings of the national academy of sciences, 111(42), 15273-15278.
Lazarević, Lj. (2008). Primena indeksa podesnosti u testiranju teorijskih modela u psihologiji: Mogućnosti i ograničenja. Zbornik Instituta za pedagoška istraživanja, 40(1), 101–121. doi:10.2298/ZIPI0801101
Leroy, N., Bressoux, P., Sarrazin, P., & Trouilloud, D. (2007). Impact of teachers’ implicit
theories and perceived pressures on the establishment of an autonomy supportive classroom. European Journal of Psychology of Education, 22(4), 529–545. doi: 10.1007/bf03173470
Loewenthal, K. M. (2004). An introduction to Psychological Tests and Scale, 2nd ed. Hove: Pschology Press.
Lynott, D., & Woolfolk, A. E. (1994). Teachers’ implicit theories of intelligence and their educational goals. Journal of Research and Development in Education, 27(4), 253–264.
Plomin, R., DeFries, J., Knopik, V., & Neiderhiser, J. (2016). Top 10 replicated findings from behavioral genetics. Perspectives on Psychological Science, 11(1), 3–23. https://doi.org/10. 1177/1745691615617439
Plomin, R., & von Stumm, S. (2018). The new genetics of intelligence. Nature Reviews Genetics, 19(3), 148. doi: 10.1038/nrg.2017.104
Pretzlik, U., Olsson, J., Nabuco, M., & Cruz, I. (2003). Teachers’ implicit views of intelligence predict self-perceptions as learners. Cognitive Development, 18, 579–600
Republički zavod za statistiku (2019). Nastavnici na početku školske godine po polu i dužini radnog vremena. Preuzeto sa: https://data.stat.gov.rs/Home/Result/11020201?languageCode=sr-Cyrl na dan 21.4.2020.
Ridley, M. (2003). Nature via nurture: Genes. Experience, and what makes us human. New York. (pp. 30-37)
Rimfeld, K., Ayorech, Z., Dale, P., Kovas, Y., & Plomin, R. (2016). Genetics affects choice of academic subjects as well as achievement. Scientific Reports, 6(1). doi: 10.1038/srep26373
Shively, L. R., & Ryan, S. C. (2013). Longitudinal changes in college students’ implicit theories of intelligence. Social Psychology Education, 16, 241–256. doi:10.1007/s11218-012-9208-0
Sternberg, R. J. (1990). Metaphors of mind: Conceptions of the nature of intelligence. Cambridge University Press. pp. 200-220.
Steinmayr, R., & Spinath, B. (2008). Sex differences in school achievement: What are the roles of personality and achievement motivation?. European Journal of Personality: Published for the European Association of Personality Psychology, 22(3), 185-209. https://doi.org/10.1002/per.676
Stipek, D. J. (2002). Motivation to learn: Integrating theory and practice (4th ed.). Boston, MA: Allyn & Bacon.
Stump, S. G., Husman, J., & Corby, M. (2014). Engineering students’ intelligence beliefs and learning. Journal of Engeneering Education, 103(3), 369–387. doi:10.1002/jee.20051
Tabachnick, B. G., & Fidell, L.S. (2013). Using multivariate statistics, 6th ed. Boston: Pearson.
Turkheimer, E. (2000). Three Laws of Behavior Genetics and What They Mean. Current Directions In Psychological Science, 9(5), 160-164. http://dx.doi.org/10.1111/1467-8721.00084
Walker, S. O., & Plomin, R. (2005). The nature–nurture question: Teachers’ perceptions of how genes and the environment influence educationally relevant behaviour. Educational Psychology, 25(5), 509-516. https://doi.org/10.1080/01443410500046697