The factorial structure and construct validity of a German translation of Dweck's Implicit Theories of Intelligence Scale under consideration of the wording effect

Troche, Stefan J.; Kunz, Alexandra (2020). The factorial structure and construct validity of a German translation of Dweck's Implicit Theories of Intelligence Scale under consideration of the wording effect. Psychological test and assessment modeling, 62(3), pp. 386-403. Pabst Science Publishers

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Dweck’s Implicit Theories of Intelligence Scale (ITIS) assesses laypersons' belief that their own intelligence is a fixed (entity theory) or a malleable trait (incremental theory). The ITIS implies a unidimensional construct but studies using confirmatory factor analyses identi-fied entity and incremental theories as two distinct constructs. Negative wording of half the ITIS items might artificially cause this finding. In two studies, the factorial structure of a German translation of the ITIS was examined in 292 and 195 participants, respectively. De-spite high internal consistency (Cronbach's α > .90), a one-factor measurement model did not describe the data well. A two-factor model described the data better, but a wording-ef-fect model provided the best data description indicating a unidimensional construct with a biasing method effect due to negatively worded items. Implicit theories of intelligence were related to goal choice orientation, general self-esteem and lack of confidence in test situations but unrelated to the Big Five personality traits and aspects of procrastination. Thus, considering the wording effect in the ITIS substantially improved data description and interpretation but did not challenge previous results on the nomological network of implicit theories of intelligence.

Item Type:

Journal Article (Original Article)

Division/Institute:

07 Faculty of Human Sciences > Institute of Psychology
07 Faculty of Human Sciences > Institute of Psychology > Personality Psychology, Differential Psychology and Diagnostics

UniBE Contributor:

Troche, Stefan and Kunz, Alexandra

Subjects:

100 Philosophy > 150 Psychology
300 Social sciences, sociology & anthropology > 370 Education

ISSN:

2190-0493

Publisher:

Pabst Science Publishers

Language:

English

Submitter:

Karin Dubler

Date Deposited:

12 Apr 2021 15:22

Last Modified:

12 Apr 2021 15:22

BORIS DOI:

10.7892/boris.153429

URI:

https://boris.unibe.ch/id/eprint/153429

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