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The present research seeks to utilize Implicit Theories of Intelligence (mindsets) and Achievement Goal Theory to understand students' intrinsic motivation and academic performance in mathematics in Singapore. 1,201 lower-progress stream students (596 males, 580 females, 25 missing data), ages ranged from 13 to 17 years (M = 14.68 years old, SD = 0.57), from 17 secondary schools in Singapore took part in the study. Using structural equation modeling, results confirmed hypotheses that incremental mindset predicted mastery-approach goals and, in turn, predicted intrinsic motivation and mathematics performance. Entity mindset predicted performance-approach and performance-avoidance goals. Performance-approach goal was positively linked to intrinsic motivation and mathematics performance; performance-avoidance goal, however, negatively predicted intrinsic motivation and mathematics performance. The model accounted for 35.9% of variance in intrinsic motivation and 13.8% in mathematics performance. These findings suggest that intrinsic motivation toward mathematics and achievement scores might be enhanced through interventions that focus on incremental mindset and mastery-approach goal. In addition, performance-approach goal may enhance intrinsic motivation and achievement as well, but to a lesser extent. Finally, the study adds to the literature done in the Asian context and lends support to the contention that culture may affect students' mindsets and adoption of achievement goals, and their associated impact on motivation and achievement outcomes. [ABSTRACT FROM AUTHOR]

The author deals specifically with two issues: the concept of psychoanalytic process and the work of transformation that takes place within it. In particular, regarding the work of transformation, he mainly examines the vicissitudes of one of the elements that contribute to making it possible, i.e. the construction within the mind of the analyst of segments of theory in clinical work. [ABSTRACT FROM AUTHOR]

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This study examined parents' implicit theories of intelligence and self-regulation from a person-centered perspective using latent profile analysis. First, we explored whether different belief profiles exist. Second, we examined if the emergent belief profiles (1) differ by demographic variables (e.g., age, education, child's self-regulation) and (2) are related to parents' failure beliefs, goal orientation (i.e., learning goals, performance-approach goals, performance-avoidance goals), and co-regulatory strategies (i.e., mastery-oriented and helpless-oriented strategies). Data were collected from N = 137 parents of preschoolers who answered an online survey comprising their implicit theories about the malleability and relevance of the domains (a) intelligence and (b) self-regulation. We identified three belief profiles: profile 1 (9% of the sample) displayed an entity theory, profile 2 (61% of the sample) showed a balanced pattern of both domains of implicit theories, and profile 3 (30% of the sample) was characterized by high incremental self-regulation theories. Analyses showed that parents differed significantly in education and their perception of child self-regulatory competence depending on profile membership, with parents in profile 1 having the lowest scores compared to parents of the other profiles. Differences in parents' failure beliefs, goal orientation, and co-regulatory strategies were also found depending on profile membership. Parents in profile 3 reported failure-is-enhancing mindsets, and mastery-oriented strategies significantly more often than parents in profiles 1 and 2. The results provide new insights into the interplay of important domains of implicit theories, and their associations with parents' failure beliefs, goal orientation, and co-regulatory strategies. [ABSTRACT FROM AUTHOR]

Objective: Implicit theories of health describe the extent to which health is perceived as a fixed (entity theory) versus malleable (incremental theory) characteristic. In four studies, it was investigated how these theories correspond to health-related attitudes and behaviours. Design: In Study 1 (N = 130), the relationship of implicit theories of health and health-related behaviours was assessed via self-reports. To investigate their causal influence on health-related attitudes (Study 2; N = 357) and hypothetical food choices (Study 3; N = 351), implicit theories of health were manipulated using fictitious newspaper articles. In Study 4 (N = 235), the relationship of implicit theories and health behaviours in daily life was investigated using experience sampling. Results: Study 1 showed that a stronger incremental theory is positively associated with health behaviours like eating healthily or engaging in physical activity. Studies 2 and 3 revealed that a manipulation of implicit theories of health changes health-related attitudes and hypothetical food choices via an internal health locus of control. Study 4 showed that individuals with a stronger incremental theory reported more health-promoting behaviours in daily life. Conclusion: These findings extend the knowledge about implicit theories as they show that they are highly relevant for health promotion. [ABSTRACT FROM AUTHOR]

Copyright of Calidad en la Educación is the property of Consejo Nacional de Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Implicit theories (beliefs about the malleability of self-relevant traits) of emotion are associated with various motivational and emotional responses. Less is known about implicit theories of depression. The present study examined the effects of a manipulation of implicit theories of depression on depression symptom severity, engagement in a self-help task, and treatment-relevant attitudes. Methods: Participants experiencing clinically significant levels of depression (N = 142) were randomly assigned to receive education about depression emphasizing either the malleability of depression (incremental condition) or depression as a chronic condition (entity condition). Participants subsequently completed a self-help task for depression. Symptom severity, stigma, prognostic pessimism, psychotherapy and antidepressant credibility, psychological flexibility, and time spent on the self-help task were assessed. Results: Participants in the incremental condition endorsed a greater incremental theory of depression than did those in the entity condition. To the extent that the experimental condition was associated with the adoption of an incremental theory of depression, depression symptom severity and stigma decreased, and treatment-relevant attitudes were more favorable. The experimental condition had no effect on self-help task persistence. Conclusions: Presenting depression as malleable may be associated with more positive attitudes towards treatment, although the impact on actual treatment engagement warrants future investigation. [ABSTRACT FROM AUTHOR]

Concepts of creativity in music usually focus on explicit theoretical assumptions based on models from psychology research. In recent years, the fields of psychology and education have become increasingly interested in research on laypersons' attitudes and assumptions about creativity. These implicit theories may complement or even contradict scholarly conceptualisations of creativity and its domain specificity. As a conceptual replication of the work by Runco and Bahleda (1986), this study aims to explore the dimensionality of subjective conceptions of creativity in different domains (arts, science, everyday life, music) by means of an open-ended questionnaire in an online survey (N = 106). A content analysis of the data yielded 27 meta-categories; a correspondence analysis of their distribution across domains revealed differences between domain-specific conceptions. This indicates stereotypical structures regarding creativity in different domains, as expressed in the associations generated by the participants. Unlike science and the arts, music is described as having distinct aesthetic and emotional qualities. The participants' musical expertise did not appear to significantly influence the generation of associations. With respect to these characterisations cited by the participants, the domain of everyday life seems to be antipodal to other domains and may therefore have served as a point of reference for the participants' subjective experience of creativity and creative behaviour. These results confirm the findings of Runco and Bahleda (1986), perhaps even furthering them in terms of the analytical methods applied and the findings on the comparison of domains. Nevertheless, the potential of implicit theories (i.e. laypersons' mindsets concerning the theoretical conceptualisation of musical creativity and its implications for music education) requires further study. [ABSTRACT FROM AUTHOR]

Many cigarette smokers make multiple attempts to quit before they are successful. Implicit theories of smoking (ITS)–beliefs about whether smoking behavior is something that is changeable (incremental belief) or fixed (entity belief)–may play a role in quitting. Four iterations of the cross-sectional, nationally-representative Health Information National Trends Survey (HINTS) were used in logistic regression analyses to examine how smokers' ITS relates to (1) attempts to quit in the past 12 months; (2) considering quitting in the next 6 months; and (3) the interaction between ITS and past quit attempts on considering quitting. Greater incremental beliefs were not significantly associated with having tried to quit in the past year (β =.27, p =.055); however, greater incremental beliefs were associated with greater likelihood of considering quitting in the next 6 months (β =.22, p =.04). Past quit attempts did not moderate the association between ITS and considering quitting (β =.59, p =.10). Results suggest that incremental beliefs are associated with increased intentions to quit. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

National identity definitions determine who belongs to the national ingroup (e.g., "us Germans") versus the "foreign" outgroup prone to hostile outgroup bias. We conducted five studies in two countries investigating if viewing the ingroup's national identity as fixed exacerbates the perceived divide between ingroup and outgroup and thus increases anti‐immigrant hostility, while a malleable view blurs the divide and reduces anti‐immigrant hostility. In a Prestudy (58 participants), an Implicit Theory of National Identity Scale was developed. In Studies 1 (154 participants) and 2 (390 participants), our scale predicted individuals' prejudice and participation rates in a hypothetical referendum and a real petition against immigrants. In Studies 3 (225 participants) and 4 (225 participants), experimental evidence was obtained. Leading participants to believe that the definition of "a true compatriot" changes over time (rather than remaining the same) resulted in lower levels of prejudice and participation rates in an anti‐immigrant petition. [ABSTRACT FROM AUTHOR]

Implicit theories about the malleability of emotion and anxiety (i.e., mindsets) are related to clinically relevant outcomes. However, a paucity of research in clinical samples highlights the importance of assessing the role of these mindsets in treatment. In the current study, treatment-seeking adults (N = 104, Mage = 25.29, SD = 8.42) at a university training clinic evidenced greater malleability in anxiety (but not emotion) mindset at their final treatment session as compared to their initial intake appointment. Surprisingly, neither anxiety nor emotion mindset exerted an indirect effect on the relationship between intake and final session levels of symptom distress, social role, or interpersonal functioning, while controlling for pre-treatment mindsets and session attendance. Yet, accounting for the same covariates, anxiety mindset at the final session was significantly associated with final session levels of symptom distress and social role. Findings contribute to the growing evidence regarding the relative importance of anxiety over emotion mindset in relating to clinical outcomes, while also highlighting the limitations of both mindsets in explaining treatment change. [ABSTRACT FROM AUTHOR]

The current research explored appraisals of the negative emotions that arise in the context of setbacks. We proposed that experiencing negative emotions could be appraised as either enhancing or debilitating. Across two studies, we investigated the hypotheses that individuals who perceive experiencing negative emotion to be enhancing, relative to debilitating, would report experiencing less severe negative emotions and engage in more mastery-oriented behavioral strategies after encountering setbacks. In Study 1 (N = 283), we examined initial associations among negative emotion appraisals, severity of emotions experienced, and behavioral strategies. In Study 2 (N = 141), in a preregistered report, we experimentally manipulated negative emotion appraisals to test causal relationships among these constructs. Results supported hypotheses in Study 1. In Study 2, we manipulated negative emotion appraisals but failed to shift self-regulatory processes. [ABSTRACT FROM AUTHOR]

Prior research demonstrates that growth belief, or the implicit view that relationships are successful as a function of effort and cultivation, is associated with a variety of positive relational outcomes. Mindfulness, similarly, predicts a host of positive relationships outcomes, yet the mechanisms by which mindfulness has this positive influence are currently unclear. This study bridges research on implicit theories of relationships and mindfulness by arguing that individuals with greater mindfulness are also more likely to endorse growth belief, which then has a positive influence on relationships. Across two independent studies (N = 96 in Study 1 and 139 in Study 2), results demonstrate that people with greater mindfulness are also more likely to endorse growth belief, and that this mediates the association between mindfulness and positive relationship outcomes. Results suggest that people with greater mindfulness tend to think about and approach their relationships in a more growth-minded way, which has positive implications for feelings of satisfaction and connectedness. [ABSTRACT FROM AUTHOR]

This investigation examined the role of mindsets in team trust after a major loss. It is proposed that individuals can believe that personal characteristics are fixed and that there is not much one can do about it (a fixed mindset) or that personal characteristics are malleable and that one can improve (a growth mindset). The participants, self‐identified football fans, were shown a picture of a major loss experienced by the Mexican national team and then answered questions that assessed the participants' team trust, intention to provide future support, and mindsets. We conceptualised mindsets as latent variables and classes to test our hypotheses. The results from the latent variable model showed a significant, positive influence of a growth mindset on team trust. Similarly, the results from the latent class model showed that the class characterised by high levels of a growth mindset was more likely to trust the national team. Regarding intentions to provide future support to the national team, a growth mindset had an indirect, positive effect through its influence on team trust. Similarly, the class with high levels of a growth mindset was more likely to support the national team in the future. The implications for social psychology and consumer behaviour are discussed. [ABSTRACT FROM AUTHOR]

This study aimed to explore the implicit theories of pre-service teachers in learning to write. A twofold study was conducted to cover the representational level and attributional level of the implicit theories. The first study analysed the representational level of different learning theories (e.g. psycholinguistic, behaviourist, maturation, nativist, socio-cultural and constructivist). The second study explored their relationship at an attributional level by using Confirmatory Factor Analysis. Results support that all of the theories with a representational entity have also shown an attributional entity in pre-service teachers´ minds. Based on the findings, implications for pre-service teachers´ education are discussed. [ABSTRACT FROM AUTHOR]

Mind-set refers to people's beliefs about whether attributes are malleable (growth mind-set) or unchangeable (fixed mind-set). Proponents of mind-set theory have made bold claims about mind-set's importance. For example, one's mind-set is described as having profound effects on one's motivation and achievements, creating different psychological worlds for people, and forming the core of people's meaning systems. We examined the evidentiary strength of six key premises of mind-set theory in 438 participants; we reasoned that strongly worded claims should be supported by equally strong evidence. However, no support was found for most premises. All associations (r s) were significantly weaker than.20. Other achievement-motivation constructs, such as self-efficacy and need for achievement, have been found to correlate much more strongly with presumed associates of mind-set. The strongest association with mind-set (r = −.12) was opposite from the predicted direction. The results suggest that the foundations of mind-set theory are not firm and that bold claims about mind-set appear to be overstated. [ABSTRACT FROM AUTHOR]

How police understand youth offending at least partly informs their responses to it. It is therefore vital to document police implicit theories about youth offending. However, little previous research has examined this topic. This article addresses this gap by examining police implicit theories about youth crime and how it ought to be addressed. Using social control theory as an analytic framework, it critically examines 41 semi-structured qualitative interviews with police undertaken for a larger study in Queensland, Australia. A number of implications stem from the analysis, not the least of which is the disjuncture between police implicit theories of youth offending, and the localised, historicised and contextual realities of young people's – especially marginalised young people's – offending behaviour. [ABSTRACT FROM AUTHOR]

This research documents how implicit theories regarding personality traits (whether they are deemed to be fixed or malleable) affect consumer inferences about the malleability of a brand's personality traits and, thus, its ability to extend into new categories. Study 1 documents that consumers who believe that traits are malleable (incremental theorists) are more accepting of brand extensions than consumers who believe that traits are fixed (entity theorists). These results hold whether implicit theories are measured or manipulated. Study 2 reveals how implicit theories affect consumers' perceptions regarding the flexibility of a brand's personality traits and not its physical traits. Study 3 demonstrates that consumers primed with different implicit theory orientations respond differently to varying degrees of change within a single trait. This study tests the limits of the effect and demonstrates the impact of using primes embedded within standard marketing communication. [ABSTRACT FROM AUTHOR]

Implicit theories have been widely studied in different domains; however, it is still debatable whether these theories are domain-specific or domain-general. Using the Implicit Theories Scale (ITS) about six fundamental psychological attributes, i.e., intelligence, personality, cognition, feeling, behavior, and emotion, we examined domain specificity versus generality using a factor analytic approach; in addition, we investigated associations between implicit theories about these domains and related psychological attributes. In four sequential studies, we translated a Chinese version of the ITS (Study 1), tested inter-item correlations within and between subscales (Studies 1–4), and conducted exploratory factor analysis (Studies 2 and 3) and confirmatory factor analysis (Studies 3 and 4). We tested associations between implicit theory domains and coping, resilience, grit, and school performance (Studies 3 and 4). Results showed that the six ITS subscales were independent, while the implicit theories about cognition, feeling, behavior, and emotion shared a common component. The implicit theories of intelligence and personality were independent and did not share a common component. The six domains presented different patterns of association with psychological variables. Overall, our results suggest that implicit theories are both domain-specific and domain-general. Future studies are needed to examine the mechanism underlying the domain specificity and generality of implicit theories.

Across two studies, we examined the double-edged sword hypothesis, which outlines effects of weight-related beliefs and public health messages on physical and mental health. The double-edged sword hypothesis proposes that growth mindsets and messages (weight is changeable) predict reduced well-being and stigma via an increase in blame, but also predict greater well-being via an increase in efficacy and less stigma via a reduction in essentialist thinking. We tested this model in a correlational study (N = 311) and in an experimental study, randomly assigning participants (N = 392) to different weight-based public health messages. In Study 1, growth mindsets predicted greater onset blame and more offset efficacy. Blame did not predict any of the outcomes. However, offset efficacy predicted reduced risk for eating disorders, fewer unhealthy weight control behaviors, and less psychological distress. And, growth mindsets had a negative indirect effect on outcomes. In Study 2, we experimentally demonstrated that a changeable message about the nature of weight, designed to also reduce blame, indirectly decreased eating disorder risk, unhealthy weight control behaviors, body shame, and prejudice through increased offset efficacy and decreased social essentialism. This work contributes to our theoretical understanding of the psychological consequences of weight beliefs and messages on well-being and stigma.

Students enrolled in language classes often report believing that natural talent is necessary to acquire a second language in adulthood, and this belief can reduce motivation and learning. The purpose of this research was to test if a positive experience promotes the belief that language learning is an ability that can be developed through persistence and effort (i.e., an incremental implicit theory, or growth mindset). We hypothesized that participants would endorse an incremental implicit theory more after using effective study strategies to successfully learn characters in another language. In this study, participants were taught how to read 20 Japanese characters, and their implicit theories of second language acquisition were measured at three time points: days before the learning experience, immediately after, and 2 weeks after the learning experience. Results showed that this brief episode of success in language learning increased an incremental implicit theory of second language acquisition, and this change persisted 2 weeks later.

The self-concept of ability in math in elementary school is an early predictor for future math-related choices and careers. Unfortunately, already at this early age girls report lower ability self-concepts in math than boys—despite their comparable performances in objective math competence tests. In the present study we focus on teachers' beliefs as factors explaining these gender differences. Women's underrepresentation in math and science in academia has recently been explained by the belief held by the environment that success in these domains requires an innate ability that cannot be taught (“brilliance”). In addition, teachers' beliefs regarding their students' mathematical aptitude have also been found to influence students' self-concepts of ability. Here, we study if teachers' beliefs regarding their students' mathematical aptitude and brilliance beliefs may account for gender differences in elementary school students' self-concept of ability in math and thus potentially contribute to entering the gendered path into math and science professions. In a sample of 830 fourth graders (M = 9.14 years old, 49% female) and 56 elementary school teachers from Germany, we assessed teachers' beliefs regarding their students' mathematical aptitude and their belief that children need brilliance to succeed in math as well as children's mathematical ability self-concept and competencies. In line with prior research, boys reported a statistically significantly more positive math ability self-concept (d = 0.50), although boys and girls reached similar scores in a standardized math competence test (d = 0.07). However, multilevel regression analyses revealed that teachers' math brilliance beliefs were not related to the gender gap in students' ability self-concept in expense of girls whereas the gender gap was mediated by teachers' beliefs about their students' mathematical aptitude. These findings suggest that math brilliance beliefs held by important socializers such as teachers might not play a role in explaining gender differences in math-related motivation in elementary school whereas teachers' beliefs about students' math aptitude do. Results are discussed against the background of teacher expectancy effects, developmental changes in elementary school, and cultural differences.

Research has shown that Westerners expect less change to occur in the future than they recall having occurred in the past. The present research investigated how recalled change and anticipated change may vary across cultures. Because Chinese perceive past times as being closer to the present than do Westerners, and people believe things tend to change more over a long period of time than over a short period of time, Chinese may perceive smaller changes from the past to the present than do Westerners. Consequently, the asymmetry between recalled change and anticipated change would disappear for Chinese. Four empirical studies revealed that for British participants, recalled changes in the past for personality, values, and the person as a whole were greater than anticipated changes in the future, whereas for Chinese, recalled changes in the past were similar in magnitude as anticipated changes in the future. Studies 2b and 3 further revealed that subjective temporal distance accounted for the cross-cultural differences in the asymmetry between recalled and anticipated changes.

The Mindset Assessment Profile is a popular questionnaire purportedly designed to measure mindset—an individual’s belief in whether intelligence is malleable or stable. Despite its widespread use, the questionnaire appears to assess an individual’s need for cognition and goal orientation more than mindset. We assessed the reliability, construct validity, and factor structure of the Mindset Assessment Profile in a sample of 992 undergraduates. The reliability of the Mindset Assessment Profile was questionable (α = .63) and significantly lower than the reliability of the Implicit Theories of Intelligence Questionnaire (α = .94), an established measure of mindset. The Mindset Assessment Profile also lacked convergent and discriminant validity. Overall scores on the Mindset Assessment Profile correlated significantly more strongly with need for cognition than with mindset. Item-level analyses supported this finding: most items correlated weakly or not at all with mindset, and correlated significantly more strongly with need for cognition and learning goal orientation. Exploratory factor analysis indicated that three factors were underlying scores on the Mindset Assessment Profile: need for cognition, mindset, and performance goal orientation. Based on its questionable reliability and poor construct validity, we do not recommend that researchers and educators use the Mindset Assessment Profile to measure mindset.

Implicit theories have been widely studied in different domains; however, it is still debatable whether these theories are domain-specific or domain-general. Using the Implicit Theories Scale (ITS) about six fundamental psychological attributes, i.e., intelligence, personality, cognition, feeling, behavior, and emotion, we examined domain specificity versus generality using a factor analytic approach; in addition, we investigated associations between implicit theories about these domains and related psychological attributes. In four sequential studies, we translated a Chinese version of the ITS (Study 1), tested inter-item correlations within and between subscales (Studies 1–4), and conducted exploratory factor analysis (Studies 2 and 3) and confirmatory factor analysis (Studies 3 and 4). We tested associations between implicit theory domains and coping, resilience, grit, and school performance (Studies 3 and 4). Results showed that the six ITS subscales were independent, while the implicit theories about cognition, feeling, behavior, and emotion shared a common component. The implicit theories of intelligence and personality were independent and did not share a common component. The six domains presented different patterns of association with psychological variables. Overall, our results suggest that implicit theories are both domain-specific and domain-general. Future studies are needed to examine the mechanism underlying the domain specificity and generality of implicit theories. [ABSTRACT FROM AUTHOR]

Objectives Age shifts in emotion regulation may be rooted in beliefs about different strategies. We test whether there are age differences in the beliefs people hold about specific emotion regulation strategies derived from the process model of emotion regulation and whether profiles of emotion beliefs vary by age. Method An adult life-span sample (N = 557) sorted 13 emotion regulation strategies either by (a) how effective the strategies would be or (b) how likely they would be to use them, in 15 negative emotion-eliciting situations. Results Younger adults ranked attentional and cognitive distraction more effective than older adults, and preferred avoidance, distraction, and rumination more (and attentional deployment less) than middle-aged and older adults. Latent profile analysis on preferences identified three distinct strategy profiles: Classically adaptive regulators preferred a variety of strategies ; situation modifiers showed strong preferences for changing situations; a small percentage of people preferred avoidance and rumination. Middle-aged and older adults were more likely than younger adults to be classically adaptive regulators (as opposed to situation modifiers or avoiders/ruminators). Discussion These findings provide insight into the reasons people of different ages may select and implement different emotion regulation strategies, which may influence their emotional well-being. [ABSTRACT FROM AUTHOR]

People have substantially differing attitudes towards consumption. Anti‐consumers are negative towards consumption. In contrast, pro‐consumers view consumption in a positive light. We posit that people's attitudes toward consumption at the societal (macro) level are impacted by the implicit theories they hold about whether society can solve the problems it faces. We identify two different implicit theories consumers hold regarding how solvable larger societal problems are. Social optimists believe that we will solve the problems that are emerging as we evolve at the societal level. In contrast, social pessimists believe that societal evolution is creating problems too large to be solved. We developed a macro attitudes model where social optimism and pessimism were posited to impact people's macro attitudes towards consumption. We present the results of a study that found that social optimists have more positive attitudes towards consumption and social pessimists have more negative attitudes towards consumption. We also found that this model provided a superior fit in comparison to three other plausible models relating implicit theories and attitudes towards consumption. These findings have implications for anti‐consumption research, consumer research on implicit theories, and social marketing designed to address problems associated with overconsumption. [ABSTRACT FROM AUTHOR]

Implicit theories refer to people's beliefs about the malleability of personal attributes. Although previous studies have found that those who believe that their attributes are fixed (i.e., entity theorists) tend to be more depressed than those who do not (i.e., incremental theorists), the underlying mechanism is yet to be fully understood. In the present study, we examined experiential avoidance as a potential mediator of this association in both clinical and non-clinical samples. Patients with depressive disorder (N = 100) and a non-clinical community sample of adults (N = 100) completed measures of implicit theories about anxiety, emotion, and personality, as well as measures of experiential avoidance and depression. The results indicated that experiential avoidance mediated the association between implicit theories in the three domains and depression in both patient and community samples. We replicated previous findings of the positive association between an entity theory and depression in understudied samples, and identified experiential avoidance as a mediator regardless of the severity of the depression. [ABSTRACT FROM AUTHOR]

Implicit theories are the beliefs that individuals hold regarding the nature of human and nonhuman attributes, as well as more global phenomena. Over the past three decades, social and consumer psychologists have garnered a rich set of findings from investigating the processing and judgmental impact of implicit theories on various facets of people's day‐to‐day lives. This review begins with a brief summary of the history of implicit theory research before explicating its current state in consumer psychology. The review categorizes the current, and rather fragmented, landscape of the consumer psychology of implicit theories into three broad areas: brands, persuasion, and consumption behaviors. We conclude our review by contributing to an expanding dialogue regarding the future of consumer research pertaining to implicit theories. [ABSTRACT FROM AUTHOR]

People's accents in speech strongly influence how they are perceived by others. The current Accent Beliefs Scale was inspired by work on stigmatization, implicit theories of intelligence, and essentialism. The scale has two dimensions: accent diagnosticity and accent stability. The scale was developed, validated, and applied using a mixed methods approach with a QUAN–qual sequential design. Pretest and Study 1 developed the items, the subscales, and showed that diagnosticity and stability beliefs are independent of each other. Study 2 confirmed the scale's two-factor structure on a large sample and proved its divergent and convergent validity. Study 3 addressed predictive validity and showed that the more perceivers viewed accents as diagnostic of other traits and the more they believed accents can be changed, the worse they evaluated a nonnative speaker with a strong accent. The developed scale can help understanding and predicting negative reactions to nonnative speakers. [ABSTRACT FROM AUTHOR]

Background: Explicit (self‐report) and implicit (indirect) measures of identification with drinking alcohol—drinking identity—are associated with drinking outcomes cross‐sectionally and longitudinally. A key next step is to identify moderators. The current study evaluated a promising moderator: mindsets of alcoholism. Believing people can change (growth mindset) is associated with adaptive outcomes in domains such as mental health, but research is scant regarding mindsets related to problematic drinking. We evaluated whether individuals' alcoholism mindsets moderated the drinking identity to drinking relation as part of a larger, longitudinal web‐based study of heavy drinkers. Methods: A total of 422 US college graduates (59% women) who were heavy drinkers completed measures assessing drinking identity, mindsets, and drinking outcomes (consumption, problems, and risk of alcohol use disorder). Drinking outcomes were assessed at 2 subsequent assessments occurring 4 and 8 months after the initial assessment. Results: Drinking identity was positively associated with drinking outcomes, and drinking outcomes reduced following college graduation. Alcoholism mindsets were significantly and negatively correlated with all drinking outcomes. Mindsets were only conditionally associated with drinking behaviors over time in models that evaluated mindsets, drinking identity measures, and their interaction. Mindsets moderated the relationship between drinking identity and changes in drinking behaviors, but the relation was specific to explicit drinking identity and consumption. Among participants with stronger drinking identity, those who had stronger (vs. weaker) growth mindsets reported reduction in consumption over time. Conclusions: Growth mindsets of alcoholism appear adaptive for college graduate heavy drinkers with a stronger drinking identity. Mindsets are amenable to interventions; targeting them may be useful in heavy‐drinking college graduates. [ABSTRACT FROM AUTHOR]

Although it is well known that implicit theories (beliefs regarding the malleability of human attributes) affect one’s motivation, less is known about how these effects manifest themselves in certain educational environments. This study investigated how implicit theories moderate the effects of selection systems, which are prevalent in educational settings, on individual effort. The results indicated that when entity theorists (people who think ability is fixed) who performed relatively well received negative feedback and were not selected, they exerted less effort compared with incremental theorists (people who think ability is malleable). The negative effects of selection systems on motivation might be amplified among entity theorists when they are faced with an undefeatable rival. [ABSTRACT FROM AUTHOR]

Literature has shown that incremental theorists have greater scholastic and professional results, higher wellbeing and more positive emotional experiences. Nonetheless, measurement in the implicit theories of emotional-related domains is still scarce. Therefore, this paper examined the properties of a newly developed implicit theories of emotional intelligence scale (ITEI) among a sample of 612 adolescents. The exploratory factor analysis evidenced the scale's two-factor structure - incremental and entity - with 54.2% of total explained variance. Confirmatory factor analysis established the bifactorial model, and ITEI presented invariant measurement across gender. Cronbach's alpha and half-split coefficients were above .90. ITEI presented discriminant validity with related measures, such as the implicit theories of intelligence and emotions towards school. Globally, the results suggest that ITEI is a psychometrically sound measure to assess implicit theories of emotional intelligence. [ABSTRACT FROM AUTHOR]

The expert performance theory by Ericsson et al. which maintains that deliberate practice can account for most of the variance in expertise studies is often posed as a strong scientific framework for research on giftedness. The current study explored relationships between performance, deliberate practice and mindset beliefs about intelligence and ability in chess play. Data were gathered through questionnaire survey from a sample of 21 participants at a chess tournament. Results indicate that those with a growth mindset for chess ability had longer serious study sessions and those with an intelligence growth mindset participated in more serious competitions. In light of this, educators should consider that a student's performance in their academic setting may be affected by a mindset category that they have not yet considered and in different ways. This could include, for example, 'mathematics' or 'examination performance' mindsets, among others. [ABSTRACT FROM AUTHOR]

Across two studies, we examined the double-edged sword hypothesis, which outlines effects of weight-related beliefs and public health messages on physical and mental health. The double-edged sword hypothesis proposes that growth mindsets and messages (weight is changeable) predict reduced well-being and stigma via an increase in blame, but also predict greater well-being via an increase in efficacy and less stigma via a reduction in essentialist thinking. We tested this model in a correlational study (N = 311) and in an experimental study, randomly assigning participants (N = 392) to different weight-based public health messages. In Study 1, growth mindsets predicted greater onset blame and more offset efficacy. Blame did not predict any of the outcomes. However, offset efficacy predicted reduced risk for eating disorders, fewer unhealthy weight control behaviors, and less psychological distress. And, growth mindsets had a negative indirect effect on outcomes. In Study 2, we experimentally demonstrated that a changeable message about the nature of weight, designed to also reduce blame, indirectly decreased eating disorder risk, unhealthy weight control behaviors, body shame, and prejudice through increased offset efficacy and decreased social essentialism. This work contributes to our theoretical understanding of the psychological consequences of weight beliefs and messages on well-being and stigma. [ABSTRACT FROM AUTHOR]

Individuals hold different mindsets encompassing beliefs about trait stability (stable vs. malleable) and goal orientations (performance vs. mastery). These motivational beliefs affect behavioral self-regulation, which is an important predictor of school success and includes both executive functions (EF) and classroom behavioral self-regulation (CBSR). In this study, we examined the structure of mindsets in kindergarteners and the relations with EF and CBSR by interviewing 147 kindergarteners (51% female) aged 5 to 7 years (M = 6.47, SD =.39). We used a multimethod approach with self-report and direct measures of behavioral self-regulation, achievement, and a newly developed mindset scale. Exploratory and confirmatory factor analyses revealed that trait beliefs and goal orientations represent two different but related motivational beliefs. Results indicated differential effects of trait beliefs and goal orientations on EF and CBSR: Children with a mastery (vs. performance) orientation showed better EF, whereas children with a belief in traits as malleable (vs. stable) showed better CBSR. Structural equation modeling showed significant indirect effects of both motivational beliefs on achievement, with EF and CBSR as mediators. Findings suggest that motivational beliefs are important in fostering behavioral self-regulation for successful adjustment to the demands of kindergarten. [ABSTRACT FROM AUTHOR]

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