The report will illustrate how the intellective functionality cannot be liberated from the emotive-motivational analysis and from the most general characteristics of a person.
Parting from the metacognitive construct represented by the “ingenuous theory of intelligence,” it will be shown how the ingenuous representations, in tight relation with autoperception and self-esteem, are not only utilized for interpreting the existence of their intellective performances, but also condition them. If these interactions take on a minor capacity in brilliant minds and in success, or even insert themselves into a positive cycle, on the other hand, they can heavily influence in a negative manner the intellective functionality associated with the experience of failure.
One particularly significant case of this negative loop is represented by the student who encounters severe and repetitive setbacks on his scholastic journey.