Psykologisk Institut

Hvad driver de ambitiøse elever? En kritisk analyse af brugbarheden af Dwecks teori som forklaringsmodel for mentale karakteristika hos ”12-tals piger”

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According to Dweck’s theory about the implicit theory of intelligence individuals facing challenges with different mindsets, an incremental theory of intelligence refers to people that believe their intelligence is malleable, which means that they see challenges as a natural part of a learning process. On the other hand, people with an entity theory of intelligence see their intelligence as immutable, which means that they associate setbacks with personal failure, and, therefore, react with emotional distress when they face challenges. In the recent years, a political social debate
about the increasing number of stressed pupils in Denmark has created the term ‘12-tals piger’ (top-mark girls), which refers to the ambitious girls in the educational system who’s wellbeing and self-esteem is affected by their school performance. In this paper, it is analysed and stated, that the term entity theory of intelligence can be used as a theoretical explanation for the mental aspects of ‘12-tals piger’, which gives us a better understanding for these girls’ maladaptive behavioural tendencies.
OriginalsprogDansk
TidsskriftPæda­gogisk Psykologisk Tidsskrift
Vol/bind56
Nummer5/6
Sider (fra-til)102-113
Antal sider12
ISSN1903-0002
StatusUdgivet - 2019

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