Implicit Theories about Intelligence

Implicit theories shape learning behavior, particularly through beliefs about intelligence (Aljughaiman et al., 2012). These theories, distinct from formal theories, reflect mental constructs and influence behavior, including students' learning (Sternberg, 1985, 2000). Research by Robinson and Bond (2025) highlights variability in teachers' beliefs about intelligence and calls for cross-cultural studies. Inspired by Aljughaiman, researchers at Radboud University examined implicit theories among students, teachers, and parents across diverse cultures, genders, and school types (Netherlands, Turkey, Spain, Peru, Belgium). Their ongoing studies aim to explore how these theories differ across these variables, with preliminary findings presented during the discussion.