Memory, Mr. Dottino insists, is not a fixed ability.
Fourth, fixed ability is negatively associated with tentative nature of scientific knowledge (r (131) = −0.22).
However, too many of our current practices in education are based on notions about fixed ability of students' potential.
In particular, two variables (fixed ability and omniscient authority) significantly contributed to explaining the acquisition of scientific knowledge by the students.
Table 2 Means and standard deviation for epistemological beliefs and nature of science M SD Simple knowledge 3.42 0.85 Certain knowledge 2.62 0.86 Quick learning 2.34 0.64 Fixed ability 3.56 0.90 Omniscient authority 3.59 0.99 Empirical nature 5.64 0.77 Tentative nature 5.97 0.86 Sociocultural nature 4.48 1.4.48
EBI consists of 32 items and explains five dimensions of beliefs about knowledge and knowing: simple knowledge, certain knowledge, omniscient authority, quick learning, and fixed ability (Schraw et al. 1995).
With our samples, Cronbach alphas range from 0.42 to 0.65 where alpha values of simple knowledge, certain knowledge, omniscient authority, quick learning, and fixed ability are 0.63, 0.51, 0.65, 0.42, and 0.68, respectively.
Fixed ability beliefs were measured with seven items (e.g., "Some people will never be smart no matter how hard they work," or "How well you do in school depends on how smart you are").
The combination of five epistemological beliefs significantly predicted students' conceptual change (F 5,70) = 5.01, p < 0.05) with two variables significantly negatively contributing to the prediction: fixed ability and omniscient authority.
Self-efficacy is not a fixed ability that one has or lacks in one's behavioral repertoire.
