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Crolic C, Clarkson JJ, Otto AS, Murphy MC. Motivated Knowledge Acquisition: Implicit Self-Theories and the Preference for Knowledge Breadth or Depth. PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN 2023:1461672231211635. [PMID: 38047442 DOI: 10.1177/01461672231211635] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/05/2023]
Abstract
Implicit self-theories posit that individuals ascribe to one of two beliefs regarding the self: an incremental theory motivated by learning goals and an entity theory motivated by performance goals. This work proposes that these theories-and their underlying motivations-reflect individuals' preferences for different knowledge types. Specifically, we propose that incremental theorists prefer knowledge that expands their understanding of diverse experiences within a category (i.e., knowledge breadth), whereas entity theorists prefer knowledge that refines their understanding of a preferred experience within a category (i.e., knowledge depth). Five studies show the effect of implicit self-theories on individuals' preferences for knowledge breadth and depth and the role of learning and performance goals in motivating these knowledge preferences. We address alternative explanations related to general openness, risk-seeking, and perceived quality differences, and we demonstrate the role of negative feedback in reversing these knowledge preferences.
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Liu M, Vu T, van Atteveldt N, Meeter M. Testing the Reciprocal Effect between Value of Education, Time Investment, and Academic Achievement in a Large Non-Western Sample. J Intell 2023; 11:133. [PMID: 37504776 PMCID: PMC10381180 DOI: 10.3390/jintelligence11070133] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2023] [Revised: 05/31/2023] [Accepted: 06/29/2023] [Indexed: 07/29/2023] Open
Abstract
Many theories of motivation suggest that motivation and academic achievement reinforce each other over time, yet few longitudinal studies have examined behavioral pathways that may mediate interplay from motivation to achievement. Moreover, empirical studies so far have mostly focused on Western countries. In this study, we first examined whether students' value of education, as a measure of motivation, is reciprocally related to achievement (class rank and self-rated performance) in a sample of junior high schoolers in an East-Asian country (N = 3445, Korean Youth Panel Study). We tested this reciprocity using different statistical models. Second, we investigated whether the relation between motivation and achievement was mediated by time invested in learning. Reciprocal effects between value of education and academic achievement were found in classic cross-lagged panel models, but only unilateral effects (from achievement to value of education) were found when we used random-intercept and random-curve cross-lagged panel models. Adding the time investment variable, the reciprocal effect between value of education, time investment, and academic achievement was found with the random intercept model. In conclusion, the reciprocity between of motivation and achievement are more elusive than previous research suggested; further studies should be dedicated to scrutinizing its existence with various statistical models.
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Affiliation(s)
- Meimei Liu
- Department of Educational and Family Studies, Vrije Universiteit Amsterdam, 1081 HV Amsterdam, The Netherlands
- LEARN! Research Institute, Vrije Universiteit Amsterdam, 1081 HV Amsterdam, The Netherlands
| | - TuongVan Vu
- LEARN! Research Institute, Vrije Universiteit Amsterdam, 1081 HV Amsterdam, The Netherlands
- Department of Clinical, Neuro- & Developmental Psychology, Vrije Universiteit Amsterdam, 1081 HV Amsterdam, The Netherlands
| | - Nienke van Atteveldt
- LEARN! Research Institute, Vrije Universiteit Amsterdam, 1081 HV Amsterdam, The Netherlands
- Department of Clinical, Neuro- & Developmental Psychology, Vrije Universiteit Amsterdam, 1081 HV Amsterdam, The Netherlands
| | - Martijn Meeter
- Department of Educational and Family Studies, Vrije Universiteit Amsterdam, 1081 HV Amsterdam, The Netherlands
- LEARN! Research Institute, Vrije Universiteit Amsterdam, 1081 HV Amsterdam, The Netherlands
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Janssen TW, Nieuwenhuis S, Altikulaç S, Tuong VV, Meeter M, Bonte M, Jansen BR, Magis-Weinberg L, Van Atteveldt N. Mindset and effort during a self-adapted arithmetic task: Variable- and person-oriented approaches. LEARNING AND MOTIVATION 2022. [DOI: 10.1016/j.lmot.2022.101840] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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4
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Suzuki K, Aida N, Muramoto Y. Effect of Implicit Theory on Effort Allocation Strategies in Multiple Task-Choice Situations: An Investigation From a Socio-Ecological Perspective. Front Psychol 2021; 12:767101. [PMID: 34925169 PMCID: PMC8678568 DOI: 10.3389/fpsyg.2021.767101] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2021] [Accepted: 11/08/2021] [Indexed: 11/15/2022] Open
Abstract
Implicit theories refer to two assumptions that people make about the malleability of one's ability. Previous studies have argued that incremental theorists (who believe that ability is malleable) are more adaptive than entity theorists (who believe that ability is fixed) when facing achievement setbacks. In the present research, we assumed that the adaptive implicit theory would be different when people could choose from a wider range of tasks. It was hypothesized that incremental theorists would sustain their efforts in the first task even when it was difficult, whereas entity theorists would try to find the most appropriate task. In a pair of laboratory experiments, participants had to maximize their outcomes when allowed to choose a task to engage in, from two options. When participants were allowed to practice the two tasks (Study 1), incremental theorists tended to allocate their effort solely to the first task, whereas entity theorists tended to put equal effort into both. When participants were informed that they could switch from the assigned task (Study 2), incremental theorists tended to persist in the first task regardless of its difficulty, whereas entity theorists tended to switch more quickly if the task was difficult. These results supported our hypothesis of two effort allocation strategies and implied that, in certain situations, entity theorists could be more adaptive than incremental theorists. Based on these findings, we conducted a social survey on the difficulty of switching tasks with a real-life setting as an environmental factor that determines the adaptive implicit theory (Study 3). It was revealed that the academic performance of incremental and entity theorists was moderated by the difficulty of switching tasks in their learning environment at school. Cultural differences in implicit theories may be explained by differences in the difficulty of switching tasks in education and career choices in each society.
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Affiliation(s)
| | | | - Yukiko Muramoto
- Department of Social Psychology, Graduate School of Humanities and Sociology, The University of Tokyo, Tokyo, Japan
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Holden LR, Hart SA. Intelligence Can Be Used to Make a More Equitable Society but Only When Properly Defined and Applied. J Intell 2021; 9:57. [PMID: 34940379 PMCID: PMC8706903 DOI: 10.3390/jintelligence9040057] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2021] [Revised: 11/15/2021] [Accepted: 11/17/2021] [Indexed: 11/17/2022] Open
Abstract
In the US, undeniable evidence shows that socioeconomic inequities explain a high proportion of individual differences in school achievement. Although not all countries show this same effect due to socioeconomic status, it is consistently found that social inequities lead to achievement gaps. These achievement gaps then manifest into trajectories that set some individuals on a path of lower incomes, poorer health and higher mortality, lower wellbeing, and other poor adult outcomes. Like James Flynn so handily reminded the scientific literature that achievement gaps are explainable by environmental factors, the inequities we see around the world are based on environments some children are exposed to. In his work, Flynn stated his belief that the suppression of scientific work on intelligence would continue to lead to social inequities. We wish to take this idea and move it forward. We believe that the scientific construct of intelligence plays a key role in helping create a more equitable society through science. We also believe that the poor perception of intelligence, rooted in historical realities, means that it will continue to be misunderstood, feared, and misused, limiting how effective it could be in helping to close gaps in achievement and in creating a more equitable society.
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Affiliation(s)
- LaTasha R. Holden
- Department of Psychology, The University of Memphis, Memphis, TN 38152, USA
| | - Sara A. Hart
- Department of Psychology, Florida State University, Tallahassee, FL 32306, USA;
- Florida Center for Reading Research, Tallahassee, FL 32306, USA
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Mascret N, Danthony S, Cury F. Anxiety during tests and regulatory dimension of anxiety: A five-factor French version of the Revised Test Anxiety scale. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-019-00481-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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7
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Hancı E, Ruijten PAM, Lacroix J, IJsselsteijn WA. The Impact of Mindset on Self-Tracking Experience. Front Digit Health 2021; 3:676742. [PMID: 34713146 PMCID: PMC8521810 DOI: 10.3389/fdgth.2021.676742] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2021] [Accepted: 06/22/2021] [Indexed: 11/13/2022] Open
Abstract
Self-tracking technologies aim to offer a better understanding of ourselves through data, create self-awareness, and facilitate healthy behavior change. Despite such promising objectives, very little is known about whether the implicit beliefs users may have about the changeability of their own behavior influence the way they experience self-tracking. These implicit beliefs about the permanence of the abilities are called mindsets; someone with a fixed mindset typically perceives human qualities (e.g., intelligence) as fixed, while someone with a growth mindset perceives them as amenable to change and improvement through learning. This paper investigates the concept of mindset in the context of self-tracking and uses online survey data from individuals wearing a self-tracking device (n = 290) to explore the ways in which users with different mindsets experience self-tracking. A combination of qualitative and quantitative approaches indicates that implicit beliefs about the changeability of behavior influence the extent to which users are self-determined toward self-tracking use. Moreover, differences were found in how users perceive and respond to failure, and how self-judgmental vs. self-compassionate they are toward their own mistakes. Overall, considering that how users respond to the self-tracking data is one of the core dimensions of self-tracking, our results suggest that mindset is one of the important determinants in shaping the self-tracking experience. This paper concludes by presenting design considerations and directions for future research.
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Affiliation(s)
- Elçin Hancı
- Department of Industrial Engineering & Innovation Sciences, Eindhoven University of Technology, Eindhoven, Netherlands
| | - Peter A. M. Ruijten
- Department of Industrial Engineering & Innovation Sciences, Eindhoven University of Technology, Eindhoven, Netherlands
| | | | - Wijnand A. IJsselsteijn
- Department of Industrial Engineering & Innovation Sciences, Eindhoven University of Technology, Eindhoven, Netherlands
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Chan EY, Palmeira M. Political ideology moderates consumer response to brand crisis apologies for data breaches. COMPUTERS IN HUMAN BEHAVIOR 2021. [DOI: 10.1016/j.chb.2021.106801] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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9
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Matthes B, Stoeger H. Do Implicit Theories About Ability Predict Self-Reports and Behavior-Proximal Measures of Primary School Students' In-Class Cognitive and Metacognitive Learning Strategy Use? Front Psychol 2021; 12:690271. [PMID: 34239486 PMCID: PMC8260030 DOI: 10.3389/fpsyg.2021.690271] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/02/2021] [Accepted: 05/28/2021] [Indexed: 11/13/2022] Open
Abstract
Although studies show relations between implicit theories about ability (ITs) and cognitive as well as metacognitive learning strategy use, existing studies suffer from an overreliance on broad-brush self-report measures of strategy use and limited ecological validity. Moreover, studies rarely examine younger students, and research on ITs and how much students benefit from interventions on learning strategies is lacking. Therefore, we investigated in ecologically valid settings (regular classroom instruction) whether primary school students’ ITs are related to their use of cognitive strategies (text reduction strategies based on identifying a text’s main ideas) and metacognitive strategies, assessed with (a) typical self-report scales and (b) more behavior-proximal measures. We also investigated whether students’ ITs predict how much they benefit from a previously evaluated 4-week intervention on cognitive and metacognitive strategies during regular classroom instruction (i.e., how much self-report scales and behavior-proximal measures for strategy use increase over the course of the intervention). Participants were 436 German primary school students (third and fourth graders). The data were analyzed using mixed linear regression analyses. Strength of students’ incremental theory was positively related to metacognitive strategy use, but not cognitive strategy use, when measured with self-report scales. For behavior-proximal measures, strength of incremental theory was positively related to the effectiveness of students’ cognitive strategy use and their extent of strategy monitoring (one of the two metacognitive strategies examined), but not to the quality of their goal setting (the second metacognitive strategy). Unexpectedly, students with a stronger incremental theory did not benefit more from the intervention.
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Affiliation(s)
- Benjamin Matthes
- Chair for School Research, School Development, and Evaluation, Institute for Educational Science, Faculty of Human Sciences, Universität Regensburg, Regensburg, Germany
| | - Heidrun Stoeger
- Chair for School Research, School Development, and Evaluation, Institute for Educational Science, Faculty of Human Sciences, Universität Regensburg, Regensburg, Germany
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Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda. EDUCATIONAL PSYCHOLOGY REVIEW 2021. [DOI: 10.1007/s10648-021-09616-7] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
AbstractThe question of how learners’ motivation influences their academic achievement and vice versa has been the subject of intensive research due to its theoretical relevance and important implications for the field of education. Here, we present our understanding of how influential theories of academic motivation have conceptualized reciprocal interactions between motivation and achievement and the kinds of evidence that support this reciprocity. While the reciprocal nature of the relationship between motivation and academic achievement has been established in the literature, further insights into several features of this relationship are still lacking. We therefore present a research agenda where we identify theoretical and methodological challenges that could inspire further understanding of the reciprocal relationship between motivation and achievement as well as inform future interventions. Specifically, the research agenda includes the recommendation that future research considers (1) multiple motivation constructs, (2) behavioral mediators, (3) a network approach, (4) alignment of intervals of measurement and the short vs. long time scales of motivation constructs, (5) designs that meet the criteria for making causal, reciprocal inferences, (6) appropriate statistical models, (7) alternatives to self-reports, (8) different ways of measuring achievement, and (9) generalizability of the reciprocal relations to various developmental, ethnic, and sociocultural groups.
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Gál É, Tóth-Király I, Szamosközi I, Orosz G. Self-downing mediates the association between fixed intelligence mindset and different indicators of students’ mental health. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-021-01457-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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12
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A Social-Cognitive Perspective of the Consequences of Curricular Tracking on Youth Outcomes. EDUCATIONAL PSYCHOLOGY REVIEW 2021; 32:885-900. [PMID: 33456277 DOI: 10.1007/s10648-020-09521-5] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Research examining the effects of track placement in the United States has predominantly focused on racial/socio-economic differences in access to learning opportunities. However, track assignment might also create academic social groups within schools that shape students' social-cognitive processes. This article provides a conceptual model that describes ways track placement might have direct implications for students' self-perceptions, beliefs, and goals prior to starting middle school. Additionally, the model demonstrates how track placement shapes differences in student-teacher interactions and peer relationships to impact academic performance and behavior. Finally, the model suggests that student race and school demographics might shape differences in students' track placement experiences. This model is especially important in highlighting the ways curricular tracking might create systemic differences in students' social-cognitive development to perpetuate educational inequities.
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Boncquet M, Soenens B, Verschueren K, Lavrijsen J, Flamant N, Vansteenkiste M. Killing two birds with one stone: The role of motivational resources in predicting changes in achievement and school well-being beyond intelligence. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2020. [DOI: 10.1016/j.cedpsych.2020.101905] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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14
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Jiang S, Liu RD, Ding Y, Fu X, Sun Y, Jiang R, Hong W. Implicit Theories and Engagement in Math Among Chinese Adolescent Students: A Moderated Mediation Model of Intrinsic Value and Academic Self-Efficacy. Front Psychol 2020; 11:1325. [PMID: 32676046 PMCID: PMC7333438 DOI: 10.3389/fpsyg.2020.01325] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2020] [Accepted: 05/19/2020] [Indexed: 11/13/2022] Open
Abstract
Recent studies have established associations between students' implicit theories and their academic engagement. However, there is still limited understanding of the potential mechanisms of this relation, and whether it works for students in the context of mathematics as well as in other subjects. The current study aimed to fill this gap by conducting a two-wave survey examining a moderated mediation model concerning the psychological mechanisms that account for the association between students' implicit theories and mathematics engagement. Applying the theoretical framework of implicit theory, we hypothesized that intrinsic value would be a possible mediating variable between students' implicit theories and academic engagement, and that students' academic self-efficacy would moderate the link between implicit theory and intrinsic value. A sample of 710 Chinese adolescent students self-reported their implicit theory, intrinsic value, and academic self-efficacy at Time 1, and engagement in math at Time 2, 12 months apart. After controlling for age and gender, the results revealed positive associations between students' implicit theories and their engagement in math, and intrinsic value partially mediated the relation between implicit theories and engagement in math. Moreover, students' academic self-efficacy moderated the link between implicit theory and intrinsic value. These findings contribute to the understanding of the impact of implicit theory on students' mathematics engagement. Limitations and implications for instructional practices are discussed.
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Affiliation(s)
- Shuyang Jiang
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Ru-De Liu
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Yi Ding
- Graduate School of Education, Fordham University, New York, NY, United States
| | - Xinchen Fu
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Yan Sun
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Ronghuan Jiang
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Wei Hong
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
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Heslin PA, Keating LA, Ashford SJ. How being in learning mode may enable a sustainable career across the lifespan. JOURNAL OF VOCATIONAL BEHAVIOR 2020. [DOI: 10.1016/j.jvb.2019.103324] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/21/2023]
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16
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Burnette JL, Babij AD, Oddo LE, Knouse LE. Self-Regulation Mindsets: Relationship to Coping, Executive Functioning, and ADHD. JOURNAL OF SOCIAL AND CLINICAL PSYCHOLOGY 2020. [DOI: 10.1521/jscp.2020.39.02.101] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
Introduction: We examined if mindsets about the stability (fixed mindset) or malleability (growth mindset) of self-regulation predicted coping with setbacks. We also investigated relations with Executive Function (EF) deficits and ADHD status. Methods: In two correlational studies (Study 1, N = 204; Study 2, N = 184, ADHD, n = 34, Non-ADHD, n = 150), participants reported on their mindsets, self-regulatory abilities, and responded to assessments related to a setback about which they wrote. Results: Across both studies, growth mindsets predicted less negative affect, greater efficacy, and less avoidant coping. The relationship between mindsets and these responses did not depend on EF deficits (Study 1 and Study 2) nor ADHD diagnostic status (Study 2), but participants with greater EF deficits and an ADHD diagnosis reported weaker growth mindsets of self-regulation. Discussion: Findings support the evaluation and development of growth mindset interventions to help individuals with disorders of self-regulation to cope more effectively.
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17
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Failing and feeling bad: how we think about experiencing negative emotions during setbacks. MOTIVATION AND EMOTION 2019. [DOI: 10.1007/s11031-019-09789-3] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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18
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The role of implicit theories in students' grit, achievement goals, intrinsic and extrinsic motivation, and achievement in the context of a long-term challenging task. LEARNING AND INDIVIDUAL DIFFERENCES 2019. [DOI: 10.1016/j.lindif.2019.101757] [Citation(s) in RCA: 50] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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19
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Bejjani C, DePasque S, Tricomi E. Intelligence mindset shapes neural learning signals and memory. Biol Psychol 2019; 146:107715. [PMID: 31212006 DOI: 10.1016/j.biopsycho.2019.06.003] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2017] [Revised: 04/01/2019] [Accepted: 06/04/2019] [Indexed: 11/18/2022]
Abstract
Intelligence mindset, which denotes individual beliefs about whether intelligence is fixed versus malleable, shapes academic success, but the neural mechanisms underlying mindset-related differences in learning are unknown. Here, we probe the effects of individual differences in mindset on neural responses to negative feedback after a competence threat manipulation. We hypothesized that when their competence was threatened, participants with fixed mindsets would interpret further negative feedback as punishing. After receiving either no score or a competence-threatening IQ score, participants performed a learning task with feedback that emphasized either the evaluative or informational weight of negative feedback. Participants who experienced the competence threat had the strongest predictive relationships between mindset, performance, and caudate activation. The competence threat may have compounded the subjective punishment of negative feedback for fixed mindsets relative to growth mindsets, causing poorer learning from negative feedback in the evaluative context and inflexible striatal responses to negative feedback across feedback contexts.
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Affiliation(s)
- Christina Bejjani
- Department of Psychology, Rutgers University, Newark, NJ 07102, United States.
| | - Samantha DePasque
- Department of Psychology, Rutgers University, Newark, NJ 07102, United States
| | - Elizabeth Tricomi
- Department of Psychology, Rutgers University, Newark, NJ 07102, United States
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Smith TF, Capuzzi G. Using a Mindset Intervention to Reduce Anxiety in the Statistics Classroom. PSYCHOLOGY LEARNING AND TEACHING-PLAT 2019. [DOI: 10.1177/1475725719836641] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The primary goal of this article is to provide detailed instructions as to how to run a mindset intervention in a psychology statistics course. A secondary goal is to provide preliminary data on such an intervention’s relationship to students’ statistics anxiety and course grades. Large randomized studies have demonstrated that using a one-time mindset intervention can have positive benefits for students’ course outcomes. We adapted this approach to design an intervention that includes a 75-minute presentation on what mindsets are, how are they are related to learning, and strategies for students to learn statistics with a growth mindset and, thereby, reduce their anxiety. Data from N = 75 students split into an experimental and comparison group suggested that receiving the intervention resulted in students’ mindsets becoming more growth oriented and that this was related to a decrease in anxiety and an increase in course grade.
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Schroder HS, Kneeland ET, Silverman AL, Beard C, Björgvinsson T. Beliefs About the Malleability of Anxiety and General Emotions and Their Relation to Treatment Outcomes in Acute Psychiatric Treatment. COGNITIVE THERAPY AND RESEARCH 2018. [DOI: 10.1007/s10608-018-9985-7] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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22
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Influence of parents’ implicit theories about ability on parents’ learning-related behaviors, children’s implicit theories, and children’s academic achievement. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2018. [DOI: 10.1016/j.cedpsych.2018.07.001] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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23
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Customers' reactions to technological products: The impact of implicit theories of intelligence. COMPUTERS IN HUMAN BEHAVIOR 2017. [DOI: 10.1016/j.chb.2017.09.013] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Do Growth Mindsets in Math Benefit Females? Identifying Pathways between Gender, Mindset, and Motivation. J Youth Adolesc 2017; 47:976-990. [PMID: 28889203 DOI: 10.1007/s10964-017-0739-8] [Citation(s) in RCA: 40] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2017] [Accepted: 08/28/2017] [Indexed: 10/18/2022]
Abstract
Despite efforts to increase female representation in science, technology, engineering, and mathematics (STEM), females continue to be less motivated to pursue STEM careers than males. A short-term longitudinal study used a sample of 1449 high school students (grades 9-12; 49% females) to examine pathways from gender and mindset onto STEM outcomes via motivational beliefs (i.e., expectancy beliefs, task value, and cost). Mindset, motivational beliefs, and STEM career aspirations were assessed between the fall and winter months of the 2014-2015 school year and math grades were obtained at the conclusion of the same year. Student growth mindset beliefs predicted higher task values in math. Task values also mediated the pathway from a growth mindset to higher STEM career aspirations. Expectancy beliefs mediated the pathway between gender and math achievement. This mediated pathway was stronger for females than for males, such that females had higher math achievement than males when they endorsed a growth mindset. Findings suggest possible avenues for improving female's interest in STEM.
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Heslin PA, Keating LA. In learning mode? The role of mindsets in derailing and enabling experiential leadership development. LEADERSHIP QUARTERLY 2017. [DOI: 10.1016/j.leaqua.2016.10.010] [Citation(s) in RCA: 39] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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26
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Mouratidis A, Michou A, Vassiou A. Adolescents’ autonomous functioning and implicit theories of ability as predictors of their school achievement and week-to-week study regulation and well-being. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2017. [DOI: 10.1016/j.cedpsych.2016.09.001] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Heslin PA, Keating LA. Stuck in the Muck? The Role of Mindsets in Self-Regulation When Stymied During the Job Search. JOURNAL OF EMPLOYMENT COUNSELING 2016. [DOI: 10.1002/joec.12040] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Detweiler-Bedell B, Detweiler-Bedell JB. Emerging Trends in Health Communication: The Powerful Role of Subjectivism in Moderating the Effectiveness of Persuasive Health Appeals. SOCIAL AND PERSONALITY PSYCHOLOGY COMPASS 2016. [DOI: 10.1111/spc3.12264] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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29
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Helpful or unhelpful? Self-affirmation on challenge-confronting tendencies for students who fear being laughed at. LEARNING AND INDIVIDUAL DIFFERENCES 2016. [DOI: 10.1016/j.lindif.2015.11.023] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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30
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Cabello R, Fernández-Berrocal P. Implicit theories and ability emotional intelligence. Front Psychol 2015; 6:700. [PMID: 26052309 PMCID: PMC4440911 DOI: 10.3389/fpsyg.2015.00700] [Citation(s) in RCA: 33] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2015] [Accepted: 05/11/2015] [Indexed: 11/24/2022] Open
Abstract
Previous research has shown that people differ in their implicit theories about the essential characteristics of intelligence and emotions. Some people believe these characteristics to be predetermined and immutable (entity theorists), whereas others believe that these characteristics can be changed through learning and behavior training (incremental theorists). The present study provides evidence that in healthy adults (N = 688), implicit beliefs about emotions and emotional intelligence (EI) may influence performance on the ability-based Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Adults in our sample with incremental theories about emotions and EI scored higher on the MSCEIT than entity theorists, with implicit theories about EI showing a stronger relationship to scores than theories about emotions. Although our participants perceived both emotion and EI as malleable, they viewed emotions as more malleable than EI. Women and young adults in general were more likely to be incremental theorists than men and older adults. Furthermore, we found that emotion and EI theories mediated the relationship of gender and age with ability EI. Our findings suggest that people’s implicit theories about EI may influence their emotional abilities, which may have important consequences for personal and professional EI training.
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Affiliation(s)
- Rosario Cabello
- Department of Psychology, Faculty of Education, University of Castilla-La Mancha , Ciudad Real, Spain
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31
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Park D, Kim S. Time to Move On? When Entity Theorists Perform Better Than Incremental Theorists. PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN 2015; 41:736-48. [DOI: 10.1177/0146167215578028] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2014] [Accepted: 02/23/2015] [Indexed: 11/16/2022]
Abstract
Previous research has shown that when confronted with failure, individuals with a fixed view of intelligence (entity theorists) perform worse on subsequent tasks than those with a malleable view of intelligence (incremental theorists). This study finds that entity theorists perform worse than incremental theorists only when they believe that a subsequent task measures the same ability as the task they previously failed. However, when individuals believe that the subsequent task measures an ability unrelated to the ability needed for the initial failed task, incremental theorists perform worse than entity theorists. Across five studies, we show that entity theorists are more likely to choose a different-ability task as a second task and perform better than incremental theorists on that task. We also examine the role of thoughts about previous failure in the performance differences.
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Affiliation(s)
- Daeun Park
- University of Pennsylvania, Philadelphia, USA
| | - Sara Kim
- The University of Hong Kong, Hong Kong
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Schumann K, Dweck CS. Who Accepts Responsibility for Their Transgressions? PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN 2014; 40:1598-610. [DOI: 10.1177/0146167214552789] [Citation(s) in RCA: 37] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
After committing an offense, transgressors can optimize their chances of reconciling with the victim by accepting responsibility. However, transgressors may be motivated to avoid admitting fault because it can feel threatening to accept blame for harmful behavior. Who, then, is likely to accept responsibility for a transgression? We examined how implicit theories of personality—whether people see personality as malleable (incremental theory) or fixed (entity theory)—influence transgressors’ likelihood of accepting responsibility. We argue that incremental theorists may feel less threatened by accepting responsibility because they are more likely to view the situation as an opportunity for them to grow as a person and develop their relationship with the victim. We found support for our predictions across four studies using a combination of real-world and hypothetical offenses, and correlational and experimental methods. These studies therefore identify an important individual difference factor that can lead to more effective responses from transgressors.
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Changes in implicit theories of ability in biology and dropout from STEM majors: A latent growth curve approach. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2014. [DOI: 10.1016/j.cedpsych.2014.06.003] [Citation(s) in RCA: 55] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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King RB, McInerney DM. The work avoidance goal construct: Examining its structure, antecedents, and consequences. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2014. [DOI: 10.1016/j.cedpsych.2013.12.002] [Citation(s) in RCA: 59] [Impact Index Per Article: 5.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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35
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Helpful but insufficient: Incremental theory on challenge-confronting tendencies for students who fear being laughed at. MOTIVATION AND EMOTION 2013. [DOI: 10.1007/s11031-013-9386-x] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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36
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Snyder KE, Barger MM, Wormington SV, Schwartz-Bloom R, Linnenbrink-Garcia L. Identification as Gifted and Implicit Beliefs About Intelligence: An Examination of Potential Moderators. JOURNAL OF ADVANCED ACADEMICS 2013; 24:242-258. [PMID: 25729466 PMCID: PMC4339949 DOI: 10.1177/1932202x13507971] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
The current study investigated whether the developmental timing of a student's identification as gifted (i.e., when a student is first identified) was associated with later implicit beliefs about intelligence, and whether this relation is moderated by academic ability. A sample of 1,743 high-ability college students reported on whether and when they had been identified as gifted, academic ability (SAT scores), and implicit beliefs of intelligence. Timing of identification was unrelated to implicit beliefs; academic ability was the only significant predictor. Higher ability students who had been previously identified as gifted at any point in time reported implicit beliefs more toward entity beliefs than relatively lower ability students who had also been identified; however, this effect was quite small. Implicit beliefs did not vary by ability level for nonidentified students. These findings suggest that identification as gifted at any age modestly (but not necessarily meaningfully) relates to implicit beliefs for high-ability students.
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37
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Levontin L, Halperin E, Dweck CS. Implicit theories block negative attributions about a longstanding adversary: The case of Israelis and Arabs. JOURNAL OF EXPERIMENTAL SOCIAL PSYCHOLOGY 2013. [DOI: 10.1016/j.jesp.2013.02.002] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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38
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Liu CH. Valuable but threatening: The reduced effect of incremental theory on challenge-confronting tendencies for students who fear being laughed at. LEARNING AND INDIVIDUAL DIFFERENCES 2012. [DOI: 10.1016/j.lindif.2012.06.010] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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39
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Burnette JL, Finkel EJ. Buffering against weight gain following dieting setbacks: An implicit theory intervention. JOURNAL OF EXPERIMENTAL SOCIAL PSYCHOLOGY 2012. [DOI: 10.1016/j.jesp.2011.12.020] [Citation(s) in RCA: 44] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
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40
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Reeder MC, Powers CL, Ryan AM, Gibby RE. The Role of Person Characteristics in Perceptions of the Validity of Cognitive Ability Testing. INTERNATIONAL JOURNAL OF SELECTION AND ASSESSMENT 2012. [DOI: 10.1111/j.1468-2389.2012.00579.x] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Affiliation(s)
- Matthew C. Reeder
- Organizational Psychology; Department of Psychology; Michigan State University; 302 Psychology Building; East Lansing; MI; 48824-1117; USA
| | - Charlotte L. Powers
- Organizational Psychology; Department of Psychology; Michigan State University; East Lansing; MI; 48824-1117; USA
| | - Ann Marie Ryan
- Organizational Psychology; Department of Psychology; Michigan State University; East Lansing; MI; 48824-1117; USA
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Bounoua L, Cury F, Regner I, Huguet P, Barron KE, Elliot AJ. Motivated use of information about others: Linking the 2 × 2 achievement goal model to social comparison propensities and processes. BRITISH JOURNAL OF SOCIAL PSYCHOLOGY 2011; 51:626-41. [DOI: 10.1111/j.2044-8309.2011.02027.x] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Elliot AJ, Payen V, Brisswalter J, Cury F, Thayer JF. A subtle threat cue, heart rate variability, and cognitive performance. Psychophysiology 2011; 48:1340-5. [PMID: 21564123 DOI: 10.1111/j.1469-8986.2011.01216.x] [Citation(s) in RCA: 58] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
This research was designed to extend the literature on heart rate variability (HRV) in cognitive performance contexts by examining whether a subtle threat cue (the color red) in a test environment influences HRV reactivity and whether HRV reactivity is associated with change in cognitive performance. Thirty-three participants took an IQ test, briefly viewed red or a chromatic or achromatic control color, and then took a parallel form of the IQ test. High frequency (HF)-HRV (often referred to as respiratory sinus arrhythmia), was assessed before and after the color manipulation. Results indicated that participants who viewed red (relative to a control color) exhibited a decrease in HF-HRV and that decreased HF-HRV was associated with worse IQ performance. These findings demonstrate the sensitivity of HRV as an index of effective and efficient emotion regulation in an achievement context.
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Affiliation(s)
- Andrew J Elliot
- Department of Clinical and Social Sciences in Psychology, University of Rochester, Rochester, New York 14620, USA.
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Doron J, Stephan Y, Boiché J, Scanff CL. Coping with examinations: Exploring relationships between students' coping strategies, implicit theories of ability, and perceived control. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2010; 79:515-28. [DOI: 10.1348/978185409x402580] [Citation(s) in RCA: 42] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
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45
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Da Fonseca D, Cury F, Santos A, Sarrazin P, Poinso F, Deruelle C. How to increase academic performance in children with oppositional defiant disorder? An implicit theory effect. J Behav Ther Exp Psychiatry 2010; 41:234-7. [PMID: 20170904 DOI: 10.1016/j.jbtep.2010.01.008] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/17/2009] [Revised: 01/21/2010] [Accepted: 01/25/2010] [Indexed: 10/19/2022]
Abstract
The aim of the present study was to determine whether the implicit theory effect extends to children with oppositional defiant disorder (ODD), with academic difficulties. Twenty-five male children, aged 8-11 years with ODD were randomly assigned to one of two experimental conditions (Incremental Theory highlighting the possibility of self-improvement vs. control). An increase of cognitive performance (IQ) was found for children with ODD in the incremental condition, but not in the control condition. This cognitive improvement could be viewed as a protective factor for children and adolescents with ODD on academic setting.
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Affiliation(s)
- D Da Fonseca
- Child and Adolescent Psychiatry Unit, Sainte Marguerite Hospital, 270 Bd Sainte Marguerite, 13009 Marseille, France.
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When depression mediates the relationship between entity beliefs and performance. Child Psychiatry Hum Dev 2009; 40:213-22. [PMID: 19039661 DOI: 10.1007/s10578-008-0122-9] [Citation(s) in RCA: 27] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/20/2008] [Accepted: 11/10/2008] [Indexed: 10/21/2022]
Abstract
The aim of this study was to determine whether depression can explain the negative relationship between academic performance and the belief that intelligence is a fixed trait, i.e., entity belief. A sample of 353 French volunteer adolescents (age 11-16) completed questionnaires assessing entity theory and depressive symptoms (Children Depression Inventory: CDI). Academic performance was assessed by math performance while controlling for baseline level of math ability. Results of this study revealed that entity theory is a significant negative predictor of academic performance and a significant positive predictor of depression. Importantly, our findings also show that depression plays a significant mediating role between entity theory and academic performance. Our findings indicate that individuals who consider their abilities to be non-malleable are more likely to develop depressive symptoms which, in turn, decrease academic performance. These findings contribute to tailoring specific prevention and treatment programs for childhood and adolescent depression.
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