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Does implicit theory of intelligence cause achievement goals? Evidence from an experimental study
Dinger, Felix C.
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Dickhäuser, Oliver
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DOI:
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https://doi.org/10.1016/j.ijer.2013.03.008
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URL:
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http://www.sciencedirect.com/science/article/pii/S...
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Weitere URL:
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https://www.researchgate.net/publication/279984010...
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Dokumenttyp:
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Zeitschriftenartikel
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Erscheinungsjahr:
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2013
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Titel einer Zeitschrift oder einer Reihe:
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International Journal of Educational Research : IJER
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Band/Volume:
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61
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Seitenbereich:
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38-47
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Ort der Veröffentlichung:
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Amsterdam [u.a.]
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Verlag:
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Elsevier
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ISSN:
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0883-0355
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Sprache der Veröffentlichung:
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Englisch
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Einrichtung:
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Fakultät für Sozialwissenschaften > Pädagogische Psychologie (Dickhäuser 2008-)
Außerfakultäre Einrichtungen > GESS - CDSS (SOWI)
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Fachgebiet:
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150 Psychologie
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Freie Schlagwörter (Englisch):
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Motivation ; Implicit theory of intelligence ; Achievement goal orientations ; richotomous model of achievement goals ; Social-cognitive model of motivation and achievement
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Abstract:
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The reported experiment tested if individuals’ subjective belief about the malleability of intelligence causes their achievement goals. Eighty university students were randomly assigned to read one of two articles portraying intelligence as a learned vs. an innate ability (incremental condition vs. entity condition). Afterward, we assessed subjects’ implicit theory of intelligence and achievement goals. Subjects in the incremental condition recalled a significantly lower heritability of intelligence and more strongly endorsed an incremental view of intelligence than those in the entity condition. Furthermore, subjects held higher levels of mastery goals and lower levels of performance-avoidance goals in the incremental condition than in the entity condition. Finally, the effect of experimental condition on mastery goals was mediated by subjects’ implicit theory of intelligence. Findings suggest that highlighting intellectual abilities as malleable rather than fixed creates motivationally more adaptive learning environments.
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