Much of the research on implicit theories has focused on theories of intelligence. The aim of the present study was to examine how implicit theories of emotion were associated with positive and ...negative indicators of well-being via cognitive reappraisal. College students (n = 355) answered relevant questionnaires. Results indicated that entity theory of emotion (thinking that emotions are uncontrollable) was detrimental to well-being. Entity theory of emotion negatively predicted the use of reappraisal. Entity theory of emotion was positively associated with negative emotions, anxiety, and depression, while at the same time being negatively associated with life satisfaction and positive emotions. The effects of entity theory of emotion were partially mediated by cognitive reappraisal. Theoretical and practical implications are discussed.
•Entity theory of emotion was negatively associated with well-being•Entity theory of emotion negatively predicted reappraisal.•Reappraisal was positively associated with positive indices of well-being.•Reappraisal partially mediated the effects of entity theory on well-being.
The world is complicated, and we hold a large number of beliefs about how it works. These beliefs are important because they shape how we interact with the world. One particularly impactful set of ...beliefs centers on emotion, and a small but growing literature has begun to document the links between emotion beliefs and a wide range of emotional, interpersonal, and clinical outcomes. Here, we review the literature that has begun to examine beliefs about emotion, focusing on two fundamental beliefs, namely whether emotions are good or bad and whether emotions are controllable or uncontrollable. We then consider one underlying mechanism that we think may link these emotion beliefs with downstream outcomes, namely emotion regulation. Finally, we highlight the role of beliefs about emotion across various psychological disciplines and outline several promising directions for future research.
The growth mindset is the belief that intellectual ability can be developed. This article seeks to answer recent questions about growth mindset, such as: Does a growth mindset predict student ...outcomes? Do growth mindset interventions work, and work reliably? Are the effect sizes meaningful enough to merit attention? And can teachers successfully instill a growth mindset in students? After exploring the important lessons learned from these questions, the article concludes that large-scale studies, including preregistered replications and studies conducted by third parties (such as international governmental agencies), justify confidence in growth mindset research. Mindset effects, however, are meaningfully heterogeneous across individuals and contexts. The article describes three recent advances that have helped the field to learn from this heterogeneity: standardized measures and interventions, studies designed specifically to identify where growth mindset interventions do not work (and why), and a conceptual framework for anticipating and interpreting moderation effects. The next generation of mindset research can build on these advances, for example by beginning to understand and perhaps change classroom contexts in ways that can make interventions more effective. Throughout, the authors reflect on lessons that can enrich metascientific perspectives on replication and generalization.
Public Significance Statement
Research on growth mindset-the belief that intellectual ability can be developed-has found that a growth mindset can lead to greater resilience and academic achievement among students facing difficulties. The present article reviews the evidence and shows that highly quality studies, and independent analyses, have supported the conclusion that growth mindset effects are replicable, meaningful, and theoretically grounded, but interventions targeting teachers (rather than students) have not yet been effective. The article concludes with a discussion of why it has been difficult to change teachers or schools and why new research is needed on this topic.
This study first aims to investigate the role of students' implicit theories on their two grit facets (perseverance of effort PE, consistency of interest CI) and on their achievement goals, learning ...motivation, and achievement in the context of a challenging academic task. Secondly, the study examines whether PE and CI are related to students' achievement goals, learning motivation and achievement. We surveyed 1215 students from the upper secondary school level with a mean age of 17.5 years, who completed a compulsory academic certificate paper over approximately one school year. The results of this study reveal that a more incremental theory was positively correlated with students' PE and CI. Furthermore, an incremental theory supports adaptive motivational patterns, such as stronger learning goals and higher intrinsic motivation, through which implicit theories are weakly related to academic achievement. This study finds evidence that PE and CI exhibit different motivational patterns. Whereas PE is positively correlated with mastery goals, performance-approach goals, and intrinsic motivation, CI demonstrates negative correlations with performance-approach, performance-avoidance goals and extrinsic motivation. In addition, PE is only weakly and CI not at all correlated with academic achievement through more adaptive learning goals and intrinsic motivation. Overall, the results confirm the significance of implicit theories for adaptive motivational patterns in the context of an educational achievement task. Finally, this study supports the claim that PE and CI should be treated separately due to their different correlational paths with motivational variables.
•We focus on a large sample of students who are facing a long-term challenging educational task.•Implicit theories are positively but weakly correlated with perseverance of effort and consistency of interest.•Perseverance of effort and consistency of interest exhibit different motivational patterns.•Perseverance of effort correlates with students’ academic achievement, but consistency of interest does not.•Supporting positive motivational patterns in an achievement context is relevant to students’ academic success.
The present study investigated cross-cultural comparison of the personality variables (rationality, risk readiness, empathy, Dark Triad traits, implicit theories of emotions) in predicting decisions ...on physical distancing during the COVID-19 pandemic.
The sample included 1077 participants from Russia, Azerbaijan, and China. After reporting if they trust the media, participants chose from different reasons why they wear or don't wear a mask: care for self vs others, risk for oneself vs others, autonomy for oneself vs others, risk estimation, law-abidingness; then participants completed questionnaires.
We expected people from collectivistic countries to make decisions based on care for others and people from more individualistic countries – on care for self and autonomy. The results revealed a different trend: participants from all countries chose care for self more frequently than other reasons. This was most prevalent in China, less – in Azerbaijan and less so – in Russia.
Rationality and empathy were positive predictors of decisions to wear a mask, risk readiness and psychopathy were negative predictors, the role of narcissism depended on the country. Implicit theories of emotions correlated with empathy in China and Azerbaijan. These two measures predicted the choice of “care for others” over “care for self” in all countries.
•Development of verbal tasks that model situations of choice on physical distancing for various reasons•Rationality and empathy are positive predictors of a decision to wear a mask during the pandemic.•Risk readiness and psychopathy are negative predictors, the role of narcissism depends on the country.•IT of emotions and empathy predict “care for others” over “care for self” in Russia, Azerbaijan and China.
This research investigated how implicit theories of health and consideration of future consequences influence people’s engagement in health-protective behaviors during the COVID-19 pandemic in China. ...Three hundred and ninety Chinese completed the study during the peak period of COVID-19 pandemic in China. Gender, education level, implicit theories of health, and consideration of future consequences were significant predictors of people’s engagement in health-protective behaviors. Consideration of future consequences mediated the effect of implicit (incremental) theories of health on people’s engagement in health-protective behaviors. Implications of the current research for promoting engagement in health-protective behaviors during pandemics of infectious diseases and directions for future research are discussed.
Adults perceive the youth of the present as being worse than from when they were young. This phenomenon has been shown to be a product of a memory bias, adults are unable to accurately recall what ...children were like in the past so they impose their current selves onto their memories. In two studies using American adults (
N
= 2,764), we seek to connect this finding to age, implicit theories of change, and extend the beliefs in the decline of the youth to new domains. Here we show as people age, they hold harsher beliefs about present children. Those who believe a trait does not change throughout the lifespan exhibit more forgiving attitudes toward the youth of today, believing they may not be in such decline
on that trait
. Finally, people who are low in a negative trait believe strongly that children are becoming more deficient in that particular trait (e.g., those who are not narcissistic believe the youth are becoming more narcissistic).
Despite strong evidence of the influence of implicit theories of emotion (ITE) on mental health symptoms among adult samples, scant attention has been paid to this important relation during ...adolescence. Moreover, it remains unclear which proximal processes may help to explain the link between ITE and mental health. As such, the current study had two objectives: (1) to assess the association of ITE and later anxiety and depressive symptoms within an adolescent sample, and (2) evaluate the mediating role of real-world emotion regulation strategies on the association between ITE and mental health. A sample of 13-15-year-old adolescents (
= 183, mean age = 13.9, SD = 0.91, 50% female) completed a measure of ITE (Time 1), and subsequently reported on their emotion regulation strategy use via an ESM smart-phone app for two weeks (Time 2). Youth then reported on their anxiety and depressive symptoms six months later (Time 3). Mediational analyses revealed that the proportion to which adolescents used reappraisal and suppression mediated the association between ITE and depressive symptoms: higher levels of incremental theories of emotion were associated with more reappraisal, and less suppression, use, which in turn predicted fewer depressive symptoms six months later. None of the strategies measured, however, mediated the association between ITE and anxiety symptoms.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK
•We test whether implicit beliefs play a mediating role between Indigenous status and achievement.•We found Indigenous status significantly predicted (less incremental) implicit beliefs.•We also ...found that (less incremental) implicit beliefs predicted lower achievement.•The relationship between Indigenous status and achievement operated via implicit beliefs.
Although researchers have shown that Indigenous (Aboriginal) Australian students perform significantly lower in academic achievement than non-Indigenous students, investigations into the role of motivational processes have been limited. In the current study, we focus on implicit theories of intelligence and ability (or, “implicit beliefs”), which refer to students' beliefs about the malleability (i.e., incremental beliefs) or static nature (i.e., entity beliefs) of intelligence and ability. More precisely, we examine whether students' Indigenous status predicts implicit beliefs and whether both predict academic achievement. In particular, we seek to determine the extent to which implicit beliefs play a mediating role between Indigenous status and academic achievement. We examine implicit beliefs of intelligence and implicit beliefs of mathematics ability. Our sample of 174 high school students comprised n = 87 Indigenous Australian students from 20 schools in grades 7–9 (63% male) and n = 87 randomly drawn non-Indigenous students from the same schools. Path analysis demonstrated that Indigenous status negatively predicted incremental beliefs of intelligence and ability, and that incremental beliefs positively predicted academic achievement. Of note, there was no direct association between Indigenous status and academic achievement; instead the relationship between Indigenous status and achievement operated via implicit beliefs. Combined, the results extend research surrounding Indigenous students' achievement and suggest one possible avenue for intervention.
The purpose of this study was to investigate the personal factors that influence goal setting in the coaching process. In an experiment, we examined self-set goals as mediator and implicit theories ...of ability (ITA) as moderator of the impact of guidance versus facilitation styles of coaching on two types of performance, analogous and adaptive. Participants (n = 137) were coached to use one of two software programs, PowerPoint or Excel. We found that ITA moderated the mediating effects of self-set goals on the coaching style-performance relationship. Our findings support the importance of motivational fit by identifying the conditions under and process by which coaching enhances performance and adaptation. Implications for theory and management practice are discussed.
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