Representações Sociais da inteligência: estrutura e efeitos de algumas variáveis sociocognitivas

Abstract

The first aim of the present research is to analyse the structural organization of beliefs and implicit theories of intelligence in females from different social backgrounds and educative roles (Mothers vs. No-Mothers and Teachers vs. No-Teachers). Another goal is to examine the way how this beliefs and implicit theories can be influenced by socio-cognitive dynamics as identity conflicts (in participants who play both roles) or the degree of familiarity with the representation object intelligence, perceived by the participants. From a theoretical position we adopt the Social Representation Theory approach, considered as organizers principles of beliefs and implicit theories. Concerning the first aim, confirmatory factorial analysis supports a three factor model with low or moderate correlations between factors. For the second goal, multivariate analysis of variance shows that mothers value innate theories as a possible way to protect their social identities. Some new results emerge in this research: mothers are, also, the participants who most value the image of an intelligent child, both well socialized and autonomous and dynamic in order to achieve ambitious goals. Finally, another new result is the fact that participants without any position regards the issue of familiarity with the object of representation, value most this last implicit theory. We suggest further research in order to highlight these issues.