Implicit theories and IQ test performance: A sequential mediational analysis

被引：88

作者：

Cury, Francois ^{[1
,2
]}

Da Fonseca, David ^{[3
]}

Zahn, Ista ^{[4
]}

Elliot, Andrew ^{[4
]}

机构：

[1] Univ Aix Marseille 1, CNRS, F-13331 Marseille 3, France

[2] Toulon Var S Univ, F-13331 Marseille 3, France

[3] CNRS, Mediterranean Inst Cognit Neurosci, Marseille, France

[4] Univ Rochester, New York, NY USA

来源：

JOURNAL OF EXPERIMENTAL SOCIAL PSYCHOLOGY | 2008年 / 44卷 / 03期

关键词：

achievement; practice; motivation; theories; testing;

D O I：

10.1016/j.jesp.2007.07.003

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

The mediational role of worry and practice time in explaining the relationship between implicit theories of ability and performance was examined in two studies. It was hypothesized that holding an implicit theory of ability as fixed and unchangeable would impair test performance. Worry and time invested in practicing prior to taking a test were predicted to mediate the direct effect of implicit theories on performance. These predictions were supported, using both correlational (Study 1) and experimental (Study 2) methods. The results also suggest that entity beliefs lead to decreased practice and performance even when initial failure is not encountered. The theoretical and practical implications of these findings are discussed. (c) 2007 Elsevier Inc. All rights reserved.

引用

页码：783 / 791

页数：9

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