The current studies investigated whether beliefs concerning the malleability or immutability of well-being (i.e.,
incremental
and
entity
implicit theories of well-being, respectively) are predictive ...of hedonic and eudaimonic well-being and of the endorsement of activities conducive to well-being. Studies 1 and 2 demonstrated that, relative to entity theory endorsement, the endorsement of an incremental theory of well-being predicted greater hedonic and eudaimonic well-being. Moreover, regression analyses showed that these associations remained when including scores on measures of socially desirable responding, implicit theories of ability, and related variables of striving for personal growth, hope, and character strengths usage. Study 3 showed that greater endorsement of an incremental theory of well-being predicted greater perceived utility of well-being activities. Study 4 showed that an experimentally-induced incremental theory of well-being caused greater endorsement of well-being activities than an experimentally-induced entity theory of well-being. These findings suggest that amenability toward, and responsiveness to, existing well-being interventions may be fostered by an incremental theory of well-being. Furthermore, they suggest that cultivating an incremental mindset regarding well-being may facilitate adaptive functioning and, thereby, serve as a well-being intervention.
Background
In the field of intelligence research, it has been shown that some people conceive intelligence as a fixed trait that cannot be changed (entity beliefs), whereas others conceive it as a ...malleable trait that can be developed (incremental beliefs). What about writing? Do people hold similar implicit theories about the nature of their writing ability? Furthermore, are these beliefs likely to influence students' response to a writing intervention?
Aims
We aimed to develop a scale to measure students' implicit theories of writing (pilot study) and to test whether these beliefs influence strategy‐instruction effectiveness (intervention study).
Sample
In the pilot and intervention studies participated, respectively, 128 and 192 students (Grades 5–6).
Method
Based on existing instruments that measure self‐theories of intelligence, we developed the Implicit Theories of Writing (ITW) scale that was tested with the pilot sample. In the intervention study, 109 students received planning instruction based on the self‐regulated strategy development model, whereas 83 students received standard writing instruction. Students were evaluated before, in the middle, and after instruction.
Results
ITW's validity was supported by piloting results and their successful cross‐validation in the intervention study. In this, intervention students wrote longer and better texts than control students. Moreover, latent growth curve modelling showed that the more the intervention students conceived writing as a malleable skill, the more the quality of their texts improved.
Conclusion
This research is of educational relevance because it provides a measure to evaluate students' implicit theories of writing and shows their impact on response to intervention.
Zusammenfassung
Subjektive Fähigkeitstheorien bezüglich der Veränderbarkeit (implizite Theorien; Mindsets) und der Höhe von Fähigkeiten (Fähigkeitsselbstkonzept) beeinflussen das Lernverhalten, die ...Motivation und das Erleben von Lernenden in Lern- und Leistungssituationen in vielfältiger Weise. Bislang fehlen umfangeiche Studienergebnisse zu Fähigkeitstheorien zum selbstregulierten Lernen (SRL). Diese Studie nimmt daher implizite Theorien zum SRL und das Fähigkeitsselbstkonzept im SRL in den Blick. Basierend auf einer Stichprobe von
N
= 244 Schüler*innen der Sekundarstufe I (
M
= 14.57 Jahre) wurde überprüft, inwiefern implizite Theorien zum SRL und das Fähigkeitsselbstkonzept im SRL mit verschiedenen Variablen des SRL (Selbstmotivierung, metakognitives Bewusstsein, Strategiewissen), mit dem wahrgenommenen Ausmaß schulischer Herausforderungen (Leistungsdruck, Überforderung, Belastung) und mit der akademischen Leistung zusammenhängen. Die Ergebnisse der Mediationsanalysen zeigten direkte positive Zusammenhänge zwischen den impliziten Theorien und dem Strategiewissen sowie zwischen dem Fähigkeitsselbstkonzept und der Selbstmotivierung und dem metakognitiven Bewusstsein. Zwischen dem Fähigkeitsselbstkonzept im SRL und dem Leistungsdruck, der Überforderung und der Belastung konnten direkte Zusammenhänge nachgewiesen werden, nicht jedoch für die impliziten Theorien. Schließlich weisen die Ergebnisse auf eine Relevanz der beiden Fähigkeitstheorien zum SRL für die akademische Leistung hin. Insgesamt zeigen die Studienergebnisse auf, dass die impliziten Theorien zum SRL und das Fähigkeitsselbstkonzept im SRL insbesondere für das SRL und den schulischen Lernerfolg bedeutsam sind.
Zusammenfassung
Implizite Theorien sind für das Lernen und den Erfolg in Schule und Hochschule von Bedeutung. Sie beeinflussen die Motivation, das Lernverhalten sowie die Auswahl von Zielen und ...Strategien beim Lernen, und wirken sich auch auf die Bewertung und Einordnung von Lernerfahrungen sowie Erfolgen und Misserfolgen aus. Die Beiträge dieses Thementeils gehen über die bisherige Forschung mit einem starken Focus auf Überzeugungen zur Veränderbarkeit von Intelligenz und deren Zusammenhang mit akademischer Leistung hinaus. Sie adressieren implizite Theorien und Überzeugungen zum selbstregulierten Lernen, zum konstruktivistischen Mathematiklernen, zu Geschlechtsunterschieden im Mathematikunterricht, zu Fähigkeiten im schulischen Kontext sowie zur sozialen Eingebundenheit und analysieren auch deren Zusammenspiel mit weiteren Überzeugungen (z. B. Fähigkeitsselbstkonzept). Basierend auf einem breiten Bildungsbegriff für Schule und Hochschule werden als Abhängige Variablen selbstreguliertes Lernen, schulische Leistungen und fachspezifische Kompetenzen, Erfolgserwartungen und wahrgenommene schulische Herausforderungen, Arbeitsgedächtniskapazität sowie soziale Eingebundenheit und schulisches Wohlbefinden in den Blick genommen. Die Datenerhebungen erfolgten an Sekundarschulen sowie an Hochschulen in Deutschland, Österreich und der Schweiz. Die berichteten Befunde unterstreichen die Bedeutung unterschiedlicher impliziter Theorien für das Lernen in Schule und Hochschule. Gleichzeitig weisen Sie auf Situations- und Zeitabhängigkeiten in den Ausprägungen der Überzeugungen, Geschlechts- und Interventionseffekte sowie die Kontextabhängigkeit von Effekten und Wirkungen impliziter Theorien hin, die bei zukünftiger Forschung sowie beim Transfer in Schule und Hochschule berücksichtigt werden sollten.
Previous research suggests that people's implicit
theories about willpower affect continuous self-control performance in the
domain of strenuous mental activities. The present research expands these
...findings to two further domains of self-control: resisting temptations and
emotion control. In Study 1, participants were either led to resist a temptation
or not. Participants who believed that willpower gets depleted by resistance to
temptations (limited-resource theory) performed significantly
worse in a subsequent Stroop task compared to participants who believed that
resisting temptations activates their willpower (nonlimited-resource
theory). In Study 2, participants controlled their emotions during
a funny video or were allowed to express them. Participants who believed that
controlling emotions depletes willpower performed worse in a subsequent
persistence task than those who believed that controlling emotions activates
willpower. Results suggest that implicit theories about willpower are domain
specific and sensitive to the domain of the initial self-control task rather
than that of the subsequent self-control task.
Temporal self-appraisal theory suggests that people can regulate current self-view by recalling former selves in ways that flatter present identity. People critique their subjectively distant (but ...not recent) former selves, creating the illusion of improvement over time. However, this revisionist strategy might not apply to everyone: People with fixed (entity) beliefs may not benefit from critiquing even distant selves. In three studies, we found that implicit theories of change and stability moderate the effects of subjective distance on the remembered self. In all studies, participants rated past selves portrayed as subjectively close or distant (controlling calendar time). Incremental theorists (but not entity theorists) were more critical of their subjectively distant (but not recent) past attributes. We found the same pattern when measuring existing implicit theories (Studies 1, 2) or manipulating them (Study 3). The present research is the first to integrate temporal self-appraisal theory and the implicit theories literature.
El presente ensayo describe las interrelaciones entre las macro y las micro políticas educativas que dan forma y contenido a la articulación entre escuelas de educación especial y las escuelas de ...educación regular o común . Recorre un itinerario que analiza las políticas públicas, las teorías implícitas y las acciones de la cotidianeidad de las aulas, permeando cómo en ese interjuego dialéctico se delimita una forma específica de lo humano: El alumno especial.
Students’ ability beliefs about running activities in physical education/athletics classes were investigated longitudinally from the perspectives of Nicholls’ conceptions of ability and Dweck’s ...implicit theories of ability. The data for this study were provided by 44 students (20 boys; 24 girls) who participated in a larger longitudinal project on students’ running motivation in schools. They were individually interviewed from fourth to eighth grade. All interviews were tape-recorded and transcribed verbatim for inductive analysis, revealing the criteria that students used to assess their own ability in running and reasons why they believed they could improve their ability in running. Frequencies and percentages were computed to determine changes in students’ ability assessment criteria over time. Results showed that students used ability, effort, task mastery, intra-individual comparisons, and social comparisons as criteria to assess their own ability in running as they progressed from the fourth to eighth grade. However, they increasingly used social comparison in assessment as they became older. Most students believed they could improve their ability in running, suggesting that they were incremental theorists. Ability/maturation, effort, experiences, and influences from significant others were cited as contributors to their beliefs about improving running ability. This study took the first step to provide longitudinal qualitative data on students’ ability beliefs about running in physical education/athletics classes. Findings of the study revealed students became more concerned with social comparisons in their ability assessments over time and held a belief that they could improve their own running ability. The implications of these findings for physical education teachers are discussed.
People use impressions of an evaluative target's self-esteem to infer their possession of socially desirable traits. But will people still use this self-esteem proxy when trait-relevant diagnostic ...information is available? We test this possibility in two experiments: participants learn that a target person has low or high self-esteem, and then receive diagnostic information about the target's academic success or failure and positive or negative affectivity (Study 1), or watch a video of the target's extraverted or introverted behavior (Study 2). In both experiments, participants' impressions of the target's traits accurately tracked diagnostic information, but impressions also revealed an independent self-esteem proxy effect. Evidently, the self-esteem proxy is robust and influences person perception even in the presence of vivid individuating information.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK
El presente artículo tiene como objetivo avanzar en la formalización de una teoría general de las teorías subjetivas. Consiste en una propuesta que contiene los supuestos ontológicos, epistemológicos ...y metodológicos indispensables para sustentar la teoría, a partir de los cuales replantea los conceptos claves en uso y formula proposiciones básicas para enunciarla. Además de proporcionar soporte teórico en aspectos centrales para el estudio de las teorías subjetivas, el trabajo realizado tiene como propósitos ser de utilidad para la aplicación de la teoría en diversas áreas de la investigación psicológica, como también en la intervención para producir cambios en las teorías subjetivas y en cómo éstas orientan el comportamiento
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