Exploring the relationship between self-theories of intelligence and test anxiety: the impact of a brief intervention aiming to promote an incremental view of intelligence

In the United Kingdom (UK) there is an increasing focus on children’s performance in tests with many children experiencing test anxiety due to the academic pressure arising from the rigorous testing culture (Putwain, 2008). The current research aimed to investigate whether a brief intervention promoting an incremental view of intelligence could shift sixth-form pupils’ self-theories of intelligence (SToI) and reduce their levels of test anxiety. Data was collected from three UK secondary schools using a mixed methods approach. Findings indicate that a brief SToI intervention can lead to statistically significant shifts towards a more incremental perspective however, these changes were not sustained at a three-month follow-up. Furthermore, promoting an incremental perspective does not seem to have a statistically significant impact in reducing pupils’ levels of test anxiety. Consequently, interventions aiming to promote an incremental theory of intelligence might not offer a solution to reducing pupils’ levels of test anxiety. However, as research highlights that holding an incremental perspective has a range of benefits, educational psychologists (EPs) could offer a valuable contribution by providing similar interventions in schools. Further research is needed to explore how a shift to an incremental perspective can be maintained