This article aims to discuss implicit or personal theories of intelligence of Portuguese students and teachers, presenting a group of studies of cross-sectional and longitudinal designs. Students' personal conceptions of intelligence are discussed according to Dweck's theory, which emphasizes the static vs. dynamics aspects of intelligence. The teachers' personal theories are conceptualized following the social representations of intelligence framework and Mugny and Carugati's studies. Finally, we discuss the double role of implicit theories, which simultaneously involves the construction of consistent and plausible explanations at an individual level and the construction of gratifying social and personal identities, emphasizing the importance of social contexts in the construction and development of personal theories of intelligence.
Intelligence; implicit theories; school context
