scholarly journals Self-efficacy, implicit theory of intelligence, goal orientation and the ninth grade experience

2014 ◽  
Author(s):  
Elizabeth Claire McWilliams
Keyword(s):  
Goal Orientation ◽  
Self Efficacy ◽  
Ninth Grade ◽  
Implicit Theory ◽  
Theory Of Intelligence ◽  
Implicit Theory Of Intelligence

scholarly journals IMPLICIT THEORIES OF INTELLIGENCE: THE IMPACT OF INCREMENTAL MINDSET INTERVENTION ON STUDENT'S ACHIEVEMENT GOALS

2020 ◽  
Vol 5 (37) ◽  
pp. 364-378
Author(s):  
Tahereh Mehrollahi ◽  
Mariani Md Nor2 ◽  
Mahmoud Danaee
Keyword(s):  
Goal Orientation ◽  
Achievement Goals ◽  
Repeated Measures ◽  
Learning Performance ◽  
Implicit Theory ◽  
Theory Of Intelligence ◽  
Significant Difference ◽  
Implicit Theory Of Intelligence ◽  
The Impact ◽  
Mindset Intervention

The achievement goal approach has led to educational and social- psychology as a foundation of practical education in schools. The implicit theory of intelligence, which is one of the leading models in motivation, is deep-rooted in goal theory. This theory suggests the student's belief system is divided into an entity and incremental mindset, which links each with a specific goal orientation: learning, performance, learning avoidance, and performance-avoidance. Therefore, the implicit theory of intelligence is considered an antecedent of achievement goals, which means that by changing the student's mindset, their goals and achievement levels will also change. This study investigates the effect of an incremental mindset intervention on student's achievement goals through a quasi-experimental design. For this purpose, a population of fifty-five eighth-grade female students was classified into control and experimental groups. Both groups performed the pre-, post-, and follow-up tests of goal orientations. The two-way repeated measures of MANOVA results showed a statistically significant difference in the impact of the applied intervention on student's goal orientation between the tested groups against time (F=5.585, P<0.001, η2=0.100).

Conceptual Issues and Assessment of Implicit Theories

2017 ◽  
Vol 225 (2) ◽  
pp. 99-106 ◽  
Author(s):  
Marko Lüftenegger ◽  
Jason A. Chen
Keyword(s):  
Virtual Environments ◽  
Implicit Theories ◽  
The State ◽  
Implicit Theory ◽  
Implicit Association ◽  
Incremental Theory ◽  
Entity Theory ◽  
Theory Of Intelligence ◽  
Implicit Theory Of Intelligence ◽  
State Of Research

Abstract. We reviewed fundamental conceptual issues and the state of research on the definition and assessment of implicit theories. We grappled with the following controversies related to the construct: (a) Are entity theory and incremental theory opposite ends of the same continuum? (b) How can scholars use more sophisticated methodologies to classify individuals into either the entity or incremental theory? (c) Given shifting conceptions of what intelligence is, how can scholars refine the implicit theory of intelligence construct? Given these conceptual issues, we then addressed practical issues related to the assessment of implicit theories. We point to the need for more sophisticated methods such as implicit association tests and the use of virtual environments as more “stealthy” ways to assess the construct.

scholarly journals Believe-in counterfactual thinking and psychological capital

2021 ◽  
Vol 15 ◽  
pp. 183449092110526
Author(s):  
Chunhua Wang ◽  
Lei Wang
Keyword(s):  
Time Perspective ◽  
Psychological Capital ◽  
Counterfactual Thinking ◽  
Developmental State ◽  
Implicit Theory ◽  
Control Group ◽  
Theory Of Intelligence ◽  
Positive Effects ◽  
Implicit Theory Of Intelligence ◽  
Experimental Group

Counterfactual thinking puts a negative reality and better or worse alternative outcomes in the mind simultaneously. The implicit theory of intelligence considers whether individuals believe that intelligence can be promoted by effort or not. Previous studies suggest that counterfactual thinking interacting with the implicit theory of intelligence would evoke a belief in an attainable future or a belief that a certain future could one day be reality, thereby producing positive effects. Three studies examined the hypothesis that belief in an attainable future through counterfactual thinking would predict psychological capital, which is a positive developmental state of individuals. In Study 1 ( N = 62), belief in an attainable future was operationalized by introducing the implicit theory of intelligence and counterfactual thinking. Incremental theorists had higher psychological capital when engaged in counterfactual thinking than controls. In Study 2 ( N = 71), belief in an attainable future was operationalized by introducing the likelihood of the antecedents and of the outcomes, which were conceptualized as how people believe in their counterfactual thinking. Belief in an attainable future predicted psychological capital even after controlling for the influence of future time perspective and present-fatalistic time perspective, two concepts that depict how individuals process time-related information. In Study 3 ( N = 76), we conducted an intervention study. Participants in the experimental group were directed to construct attainable counterfactual thinking for one week. The experimental group had higher psychological capital than the control group. Across three studies, the findings consistently provided primary support for the hypothesis that belief in an attainable future would predict psychological capital.

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