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Introduction: Attitudes and beliefs guide our decision-making. In the educational context, prior research has noted the existence of prejudices and stereotypes among teachers that make it difficult to identify and care for gifted students. Stereotypes towards gifted students can hinder the identification and development of potential and the development of personality. This study examines Spanish pre-service teachers' stereotypical conceptions of gifted and non-gifted students focusing on physical appearance and athletic ability. Methods: Following a mixed methods research with between subjects design and using a convenience sampling, 455 last-year pre-service teachers enrolled during 2023–2024 in one of three university degrees or one Master's degree related to teacher training at University of Murcia were randomly assigned a vignette in order to rate the intellectual ability, motivation, prosociality, and physical characteristics of a fictitious 12-year-old student whose ability level (gifted/non-gifted) and gender (girl/boy), varied. Additionally, participants were asked to describe how they imagined the fictitious student's physical appearance. After exploring measurement invariance (SPSS AMOS 29), a MANCOVA was performed to compare the results across vignettes (SPSS 28). The study delves specifically into the physical characteristics attributed to gifted students through qualitative analysis addressing co-occurrence coefficients (Atlas.ti 9). Results: The results suggest that pre-service teachers described gifted students as more intelligent and with better physical attributes, especially gifted females. Furthermore, gifted students of both genders were defined as more intelligent, creative, and tall. They considered gifted girls to be attractive and gifted boys to be good at sports, highly fit, formally dressed, and wearing glasses. Discussion: The results are relevant as they allow a greater understanding of the perception of these students. As pointed out by pioneering studies in the field, implicit theories relate intelligence to physical appearance. This evidence could improve the training of future teachers, and therefore, the identification and assessment of gifted students from different areas. [ABSTRACT FROM AUTHOR]

Purpose: Research has identified risk factors for suicide, but resilience factors remain unexplored. Our study examined whether stronger emotion malleability beliefs may protect against suicidal ideation (SI) and/or behaviors. We also examined whether emotion malleability beliefs moderates the relation between SI and suicidal behaviors. Method: Participants (n = 514 partial hospital patients) completed the Theories of Emotion Scale that assessed emotion malleability beliefs and Columbia Suicide Severity Rating Scale interview to measure SI severity and presence of suicidal behaviors. Results: Consistent with hypotheses, stronger emotion malleability beliefs was associated with lower levels of past-month SI (β = –.12, p =.009) and lower odds of past-month suicidal behaviors (Exp[B] = 1.06, p =.009). However, these effects were no longer significant when controlling for depressive symptoms (β = –.05, p =.29; Exp[B] = 0.85, p =.11). Unexpectedly, past-month SI was a stronger predictor of past-month suicidal behavior at stronger emotion malleability beliefs (b =.87, p <.001) relative to more moderate (b =.65, p <.001) or weaker beliefs (b =.51, p <.001). Conclusion: Emotion malleability beliefs does not predict suicidality beyond depressive symptoms, but paradoxically may increase risk of suicidal thoughts progressing into suicidal behaviors. [ABSTRACT FROM AUTHOR]

Combining research in political geography and social psychology, this article investigates lay theories of "place effects"—that is, ordinary citizens' beliefs about the effects that urban or rural places have on the individuals who live in them. We do so using a novel survey vignette embedded in a large‐scale survey of the Canadian public. Our results suggest that (1) citizens see rural identities as less malleable than urban identities, (2) lay theories of place effects depend on citizens' own place identities, and (3) lay theories of place effects are stronger for nonpolitical than for political place‐based characteristics. We also find that lay theories of place effects are associated with individual‐level characteristics that are connected to cosmopolitan‐communitarian divides, such as ideology and postsecondary education. We conclude with a discussion of the implications of our findings for the growing literature on urban–rural divides and for research on citizens' implicit theories of places and their political consequences. [ABSTRACT FROM AUTHOR]

Positive stress-related outcomes have been linked to the degree to which an individual believes stress is manageable, i.e. their mindset towards stress. The Stress Control Mindset Measure (SCMM) is a 15-item questionnaire designed to evaluate stress mindset. The word "control" refers to the individual's role in being able to take action to attain the potential positive consequences of stress. The present study aimed to examine the psychometric properties and convergent validity of an Italian version of the SCMM. A back-translation of the English version of the SCMM into Italian was administered to a sample of Italian university students (N = 797, 80.1% women) together with measures of the Maslach Burnout Inventory for Students Scale (MBI-SS); the Utrecht Work Engagement Scale (UWES); and the Need for Recovery Scale (NRS). Consistent with the original validation study for the English version of the SCMM, a confirmatory factor analytic (CFA) model supported a hierarchical model with four lower-order factors (performance and productivity, learning and growth, health and vitality, and a general factor) and one higher-order factor, and each subscale exhibited adequate internal consistency. In the present study, the model was factorially invariant across males and females. We also found a theoretically-consistent pattern of correlations between the higher-order SCMM factor and burnout, need for recovery, and academic engagement. Taken together, analyses suggest adequate psychometric properties and convergent validity for the Italian version of the SCMM. Future research should seek to establish the temporal stability of the measure and to establish predictive validity using indicators of performance. [ABSTRACT FROM AUTHOR]

Implicit Theories of Relationships address assumptions about the nature of romantic relationships, whether they are destined to succeed or grow over time through effort. Other implicit theories target certain aspects of sexuality. Implicit Theories of Sexual Compatibility (ITSC) is a proposed application of implicit theories that addresses assumptions about sexual compatibility, whether it is fixed or malleable. The current study investigated characteristics and circumstances that might help explain why individuals differ in their ITSC. A study of 1,443 young adults' questionnaire data revealed that the ITSC items represented two distinct dimensions, namely a fixed and malleable theory. Bivariate and multivariate analyses revealed a variety of background characteristics, sexuality variables, and love/relationship beliefs associated with endorsements of the ITSC, especially the fixed perspective. For example, a fixed perspective especially was associated with being female, having had more extensive intercourse experience, a higher score on a casual sex scale, romantic beliefs, and believing couples should cohabit before marriage to learn what they are getting into. [ABSTRACT FROM AUTHOR]

Implicit theories and psychological essentialism are valuable frameworks used to model how changeable many traits are perceived to be. These frameworks, however, characterise changeability as a broad and generalised construct and do not fully capture the nuance and specificity involved in personality changeability. We therefore sought to deconstruct implicit theories about changeability into underlying more specific aspects of changeability. We measured how changeable people theorise personality traits to be according to three underlying specific factors: volitional control, context and age. We investigated how specific implicit theories about changeability vary across different personality traits. We show that two personality traits (agreeableness and conscientiousness) are linked to dissociable patterns of specific factors used to explain how changeable they are. These findings yield new insight into the way people explain why personality traits are changeable and demonstrate that different types of reasons are used to explain the changeability of agreeableness and conscientiousness. [ABSTRACT FROM AUTHOR]

Everyone seems to have something to say about creativity, thus participating in the reproduction of persistent myths about creativity that may influence creative behaviour. This research explores the influence of Laypeople's Implicit Theories of Creativity (LIToCs) regarding the drivers of creativity on creative performance, to ascertain whether having strong convictions about the drivers of creativity either enhances or hinders creative productivity when these convictions align with the actual methods of stimulating creativity. An experiment randomly involved 69 subjects who were invited to drink the exact same fruit juice before performing a creative task. In one condition, they were told this was indeed juice; in the other condition, they were told that it was mixed with Red Bull. Analyses showed an interaction effect with the subjects' LIToC, such that among subjects displaying strong LIToC, individual creative performance was lower when they perceived the conditions to stimulate creativity were activated, than otherwise. These results suggest that having strong beliefs in the effects of some creativity drivers might then trigger a complacent attitude and reduce the invested effort in generating creative ideas. This research contributes to rethinking how we use specific drivers to stimulate creativity, as strong LIToCs about those drivers may have a counterproductive effect on creative performance. [ABSTRACT FROM AUTHOR]

IntroductionAttitudes and beliefs guide our decision-making. In the educational context, prior research has noted the existence of prejudices and stereotypes among teachers that make it difficult to identify and care for gifted students. Stereotypes towards gifted students can hinder the identification and development of potential and the development of personality. This study examines Spanish pre-service teachers' stereotypical conceptions of gifted and non-gifted students focusing on physical appearance and athletic ability.MethodsFollowing a mixed methods research with between subjects design and using a convenience sampling, 455 last-year pre-service teachers enrolled during 2023–2024 in one of three university degrees or one Master's degree related to teacher training at University of Murcia were randomly assigned a vignette in order to rate the intellectual ability, motivation, prosociality, and physical characteristics of a fictitious 12-year-old student whose ability level (gifted/non-gifted) and gender (girl/boy), varied. Additionally, participants were asked to describe how they imagined the fictitious student's physical appearance. After exploring measurement invariance (SPSS AMOS 29), a MANCOVA was performed to compare the results across vignettes (SPSS 28). The study delves specifically into the physical characteristics attributed to gifted students through qualitative analysis addressing co-occurrence coefficients (Atlas.ti 9).ResultsThe results suggest that pre-service teachers described gifted students as more intelligent and with better physical attributes, especially gifted females. Furthermore, gifted students of both genders were defined as more intelligent, creative, and tall. They considered gifted girls to be attractive and gifted boys to be good at sports, highly fit, formally dressed, and wearing glasses.DiscussionThe results are relevant as they allow a greater understanding of the perception of these students. As pointed out by pioneering studies in the field, implicit theories relate intelligence to physical appearance. This evidence could improve the training of future teachers, and therefore, the identification and assessment of gifted students from different areas.

Teachers report that disruptive behaviour in their classrooms consumes a significant amount of their time and attention. Research studying disruptive behaviour often focuses on differences between those pupils who meet categorical diagnostic criteria for developmental disorders and those who do not. However, there is much to be learned about disruption from a normative personality approach to individual differences. This study investigates the relationship between personality and disruptive behaviours in 457 pupils between 11 and 16 years old in UK schools. Our analysis focuses on the relationship between self- and teacher-reported disruptive behaviour, and three measures of personality: Empathy, Reinforcement Sensitivity Theory, and Implicit Theories of Intelligence. Disruptive behaviour (measured via both self- and teacher-report) had negative relationships with empathy and incremental learning beliefs. These findings reinforce the importance of understanding disruptive behaviours from a normative individual differences perspective and have implications for research and practice. [ABSTRACT FROM AUTHOR]

Computer-based interventions that aim to help students endorse a growth mindset have been designed and tested in high-income countries for a number of years. However, there is no evidence of their effectiveness in middle-income nations. In those studies, students' growth mindset has traditionally been measured using surveys where students report the extent to which they believe intelligence is fixed or malleable, without linking intelligence with a more specific dimension, such as math or language. In addition, these measurements have been undertaken without distinctions being made between personal ability ("my" intelligence) and more general abilities (everyone's intelligence). Therefore, by means of a randomized experiment, this study assesses the impact of a single-session online growth-mindset intervention in Chile on distinct measurements of the growth mindset of students (general, personal, and subject-specific), as well as their propensity to seek out challenges. Accordingly, a sample of 248 students was recruited from 9 and 11th grades in three secondary schools, all of whom were randomly assigned to either a treatment or control group. The intervention was found to increase their propensity to seek out challenges and to experience an increase in growth mindset scores in all tested dimensions. No evidence of the heterogeneity of results by gender or prior growth mindset was identified. [ABSTRACT FROM AUTHOR]

Stereotypical assumptions associating high levels of giftedness and outstanding performance with maladaptive behavioral characteristics and personality traits (cf. disharmony stereotype) are rather prevalent in the school context as well as in the musical domain. Such preconceptions among teachers can influence student assessment and corresponding performance expectations, which might, in turn, impact future lesson planning. In an experiment using a controlled vignette approach, the current study, with N = 211 (prospective) German music school teachers, investigated how background information, combined with a manipulated music recording, affected (prospective) music school teachers' assessment of a fictive student's performance, behavioral characteristics, personality traits, and teachers' consequential lesson planning. Experimental variations included the fictive student's supposed level of giftedness, social interaction, age, and duration of instrumental lessons. Results indicated that music school teachers' preconceptions of students assumed to be musically gifted were a high level of intellectual and musical abilities with behavioral characteristics and personality traits rated at least equivalent to those of students assumed to have average giftedness. Teachers' lesson planning was not influenced by any of the manipulated background information. Taken together, the observed pattern of effects contradicts the disharmony stereotype but tends to align more with the harmony stereotype as music school teachers' prevailing preconceptions about students supposed to be musically gifted. [ABSTRACT FROM AUTHOR]

This research explores how charities can harness individuals' desire for self‐enhancement in their advertisements to boost volunteerism. Two studies examine the effects of advertising which promote either horizontal differentiation (appeals to uniqueness, existing skills) or vertical differentiation (appeals to status, skill acquisition) and how these interact with consumers' self‐theories (incremental—belief in changeable attributes through effort, or entity—belief in unchangeable attributes). Study 1 (n = 183, 56% female) shows entity theorists are more inclined to volunteer following horizontally framed appeals, while incremental theorists respond similarly to both types of appeals. Study 2 (n = 107, 58% female) builds on this, revealing that self‐theory influences the type of individuation (horizontal or vertical) sought by individuals, in turn enhancing volunteer intentions. These findings highlight the complex relationship between self‐theory and advertising appeals in motivating volunteerism, offering valuable insights for creating effective charitable ads and understanding volunteer motivations. [ABSTRACT FROM AUTHOR]

Controlling the spread of COVID-19 requires individuals to adopt preventive behaviours, but conspiracy beliefs about its origin are spreading. The aim of this paper is to better comprehend the strength of conspiracy beliefs versus objective COVID-19 information to predict people's adherence to protective behaviours (getting vaccinated, being tracked through APPs, and keeping social distance from infected people). Study 1 shows that COVID-19 implicit theories detected in the Pre-study were activated as independent factors that constitute people's interpretations of the virus origin. These beliefs were related to a lesser intention to engage in preventive behaviours and a higher level of mistrust in institutional information, although some beliefs generate positive expectations about COVID-19 consequences. In Study 2, conducted with a different sample, official COVID-19 information was included as an independent variable, but this new variable did not further explain results. Lastly, Study 3 consisting of both previous samples confirmed that conspiracy beliefs had a direct effect on a lesser willingness to engage in preventive actions, a higher mistrust, and positive expectations about COVID-19 consequences. We conclude that objective COVID-19 information did not buffer the effect of conspiracy beliefs; they interfere with actions to prevent it by taking institutions as scapegoats or complicit with secret powers. [ABSTRACT FROM AUTHOR]

This qualitative study aimed to examine Iranian language teachers' mindsets about language learning and teaching, and the ways in which their mindsets influenced their educational practices. The participants of this study were 20 Iranian language teachers who taught general English courses at private language institutes in a city in central Iran. The data were collected through conducting semi-structured interviews with the participants. The qualitative content analysis was conducted, and the main themes and categories were extracted. The results revealed that teachers had categorical (fixed or growth) or mixed mindsets (both fixed and growth mindsets). Moreover, the results showed that teachers' mindsets influenced teachers' pedagogical strategies, homework assignment, and their praise type. The findings show that it is important to raise teachers' awareness about their mindsets and the effects they might have on their teaching strategies and the feedback/praise they give to their students. [ABSTRACT FROM AUTHOR]

Contemporary pedagogical literature emphasizes holistic upbringing and education, with the goal of developing the overall personality of students. In this regard, the aim of this study is to explore and determine how teachers perceive the importance of teaching music. This research was conducted in the second semester of the 2022/2023 school year on with a sample of Republic of Srpska primary school teachers (N=10). Empirical data were collected through semistructured interviews conducted both online and in person; a protocol with open-ended questions was developed. The data were analyzed using the method of qualitative thematic analysis. The research results show that teachers perceive music education positively and emphasize its importance for the comprehensive development of students. Additionally, teachers believe that certain changes are needed in the music curriculum, although they emphasize that they have freedom in choosing content in all teaching areas. There is a prevailing opinion among teachers which indicates the need for an increased focus of the educational system towards music education in the lower grades of primary school. [ABSTRACT FROM AUTHOR]

Implicit theories of personality fall under social-cognitive theories and underlie studies that have examined the perspectives, beliefs, and judgments that people make about certain phenomena or behaviors. Although the theoretical model of implicit beliefs was originally categorized as theories about the self, the authors Dweck & Leggett (1988) extended it, applying it to the field of social judgments about the characteristics of other people. In the present paper we aim to illustrate children's and adolescents' entity and incremental beliefs about aggression. In accordance with this purpose, we conducted a theoretical foray into implicit theories and their implications in the area of social judgments in an attempt to capture how implicit beliefs about aggression are projected into the social interactions of children and adolescents. We believe that our remarks and findings can be important resources for educational factors in the effort to improve the effectiveness of programs to prevent aggressive behaviors and attitudes in children and youth. [ABSTRACT FROM AUTHOR]

Controlling the spread of COVID-19 requires individuals to adopt preventive behaviours, but conspiracy beliefs about its origin are spreading. The aim of this paper is to better comprehend the strength of conspiracy beliefs versus objective COVID-19 information to predict people’s adherence to protective behaviours (getting vaccinated, being tracked through APPs, and keeping social distance from infected people). Study 1 shows that COVID-19 implicit theories detected in the Pre-study were activated as independent factors that constitute people’s interpretations of the virus origin. These beliefs were related to a lesser intention to engage in preventive behaviours and a higher level of mistrust in institutional information, although some beliefs generate positive expectations about COVID-19 consequences. In Study 2, conducted with a different sample, official COVID-19 information was included as an independent variable, but this new variable did not further explain results. Lastly, Study 3 consisting of both previous samples confirmed that conspiracy beliefs had a direct effect on a lesser willingness to engage in preventive actions, a higher mistrust, and positive expectations about COVID-19 consequences. We conclude that objective COVID-19 information did not buffer the effect of conspiracy beliefs; they interfere with actions to prevent it by taking institutions as scapegoats or complicit with secret powers.

The use of cosmetics is ubiquitous, signaling the importance of aesthetics for humans. Yet, little is known on drivers of cosmetic consumption. In a set of multiple surveys among over 5,000 women across seven countries in three continents (Study 1), we consistently show that heightened perceived pressure to change appearance is associated with higher cosmetic consumption. Further, perceived pressure (and subsequently cosmetic consumption) is influenced by implicit theories of human beauty, such that holding an entity beauty belief—that is, beauty beauty is fixed and unalterable—counterintuitively is associated with heightened perceived pressure to change appearance, which in turn is associated with higher cosmetic consumption. This pattern of results remains in Study 2 where an entity (vs. incremental) beauty belief was experimentally induced. Study 3 further shows that an entity (vs. incremental) beauty belief leads to higher intention to consume cosmetic products but only in a social, not a private, context. Our studies thus provide evidence that beauty-related consumption phenomena could be directly influenced by perception and indirectly influenced by deep-seated, almost philosophical, implicit theories. [ABSTRACT FROM AUTHOR]

Laypeople hold richly divergent beliefs about emotion, and these beliefs are consequential. Specific forms of belief that have been investigated include the usefulness, contagiousness, duration, dependence upon intersubjective experience, cognitively mediated properties, malleability, and hindering properties of emotion, just to name a few. Progress in this emerging sub-field of research has been hampered by the lack of a widely accepted definition of emotion belief able to capture all of these dimensions. Correspondingly, there has been a proliferation of different terminologies, constructs, and measures. The present review aims to address these obstacles by defining emotion belief, and subsequently re-considering existing constructs and measures that align with this definition. The latter is presented in the form of a comprehensive compendium of 21 different constructs and associated self-report measures that assess varying components of one's beliefs about emotions in general and/or about their own emotions, and an additional 5 scales that were designed to measure one's beliefs about another's emotions. From the more unified conceptualization of emotion belief presented here, critical areas of future research are highlighted. [ABSTRACT FROM AUTHOR]

Individuals possess different beliefs regarding the malleability of intelligence, also known as intelligence mindsets. Despite evidence demonstrating a link between a growth mindset of intelligence—the belief that intelligence can develop through effort—and academic achievement, this link has not been closely examined from a mental health perspective. Given the increasing prevalence of mental health conditions, such as anxiety and depression, among undergraduate students, an important question is whether the well-established link between mental health symptom severity and academic outcomes depends on the intelligence mindset beliefs that individuals possess. A growth mindset of intelligence might buffer the negative impact of anxiety and depression on academic outcomes, whereas a fixed mindset—the belief that intelligence cannot be changed—might exacerbate this negative relationship. The present study examined data collected from 660 undergraduate psychology students in the United States to test whether intelligence mindset beliefs moderated the relationship between mental health symptom severity and various indicators of academic outcomes: academic self-efficacy, GPA, and perceived academic standing. Results revealed that intelligence mindset beliefs did not moderate the observed negative association between mental health symptom severity and academic outcomes. Findings indicate that promoting a growth mindset of intelligence might not be a particularly effective strategy for buffering university students from the negative impact of anxiety and depression on academic outcomes. However, this conclusion is limited by the cross-sectional design of the study, and future prospective research is necessary to further clarify the relationship between intelligence mindset, mental health, and academic outcomes. [ABSTRACT FROM AUTHOR]

Intelligence is a psychological attribute that has been related to academic performance (Ayoub et al., 2022) and creativity in university students (Sánchez-Cid et al., 2018). In this sense, Dweck et al. (1995) remarked the importance of self-theories or self-perception about one's own intellectual capacity and the belief of whether it can be modifiable, for the achievement and academic success in higher education students. According to Sternberg (1985) theories explaining intelligence have been organized into two categories: implicit and explicit. Implicit theories refer to particular and personal beliefs based on experience and explicit theories emphasize the biological component and the conception of multiple intelligences. In other words, implicit theories of intelligence constitute a self-perception about one's own intellectual capacities. In this regard, studies have demonstrated their importance in the educational field, as they are related to motivation, academic performance and general well-being; however, despite the fact that empirical evidence has demonstrated the importance of implicit theories of intelligence in the field of higher education (Costa & Faria, 2018), in Peru there is no valid and reliable measure to fill the existing knowledge gap on this subject. Therefore, the main purpose of this research was to analyze the psychometric evidence of the Implicit Theories of Intelligence Scale (ITIS) (Dweck, et al., 1999). The study is framed in an instrumental design, for which 1319 university students were selected, through a non-probabilistic sampling, with the average age of the participants being 20 years old, most of them being women (57.1 %). Initially, the ITIS statements were translated into Spanish, the relevance of the linguistic adaptation was reviewed through the back translation procedure recommended by the International Test Commission (2005). Then, the version translated into Spanish was applied on a sample of 319 participants with whose data the Exploratory Factor Analysis (EFA) was performed, the results showed that the translated version replicates the structure originally proposed by Dweck et al. (1995). Subsequently, on a sample of 1000 participants, this two-dimensional structure was corroborated in which the Entity Theory (ET) and the Incremental Theory (IT) were differentiated. A Confirmatory Factor Analysis (CFA) was carried out with the method of unweighted least squares with mean and variance adjusted (WLSMV). The results showed that of the three models tested (Model 1, original model; Model 2, with correlated errors; Model 3, reduced version) the second model in which errors are established between items 1 and 2 and 7 and 8 is the one with the best fit indices (CFI = .993; TLI = .987; RMSEA = .047 [.027 - .068]); also, its internal structure is solvent and invariant according to sex. On the same sample (n = 100), validity was analyzed in relation to other constructs and it was determined that the TE is negatively related to Consistency of Interest (CI), Academic Self-Efficacy (AA) and Dispositional Optimism (OD), while the TI is positively related to Perseverance Effort (PE), AA and OD. The reliability of the ITIS was determined by internal consistency, both factors reported optimal omegas coefficients (TE, ω = .786; TI, ω = .741); in addition, the measure showed temporal stability in its scores after two weeks with respect to the first application (CCI = .751 for TE and CCI = .761 for TI). In sum, the ITIS is a measure that presents adequate evidence of validity and reliability in Peruvian university students; its scores are consistent, interpretable and invariant according to sex. [ABSTRACT FROM AUTHOR]

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Family businesses (FBs) are a particular type of organization where both family and business dimensions intertwine. In FB literature, family firms have been studied both from a personal and an organizational point of view. In this paper, we present a new psychological approach aimed at capturing intergenerational and gender-matching differences in 67 generational pairs of entrepreneurs from Italian family firms based on 16 implicit theories. These 16 implicit theories are grouped into three psychological processes. Considering the differences across generations and between same- and cross-gender pairs of entrepreneurs, paired samples t-tests highlighted processes where FB entrepreneurs differ the most. Results from same- and cross-gender pairs analyses create a complex picture that applies when considering intergenerational differences that are a key to planning ad hoc consultations for families and their companies. Educators, researchers and consultants working with FBs may find this study interesting for two reasons. They would learn about the implicit theories that guide the attitudes, emotions, and behaviours of entrepreneurs and they could use this knowledge to work with different generations of entrepreneurs, including same- or mixed-gender pairs of seniors and juniors, during the succession process. [ABSTRACT FROM AUTHOR]

Laypeople hold richly divergent beliefs about emotion, and these beliefs are consequential. Specific forms of belief that have been investigated include the usefulness, contagiousness, duration, dependence upon intersubjective experience, cognitively mediated properties, malleability, and hindering properties of emotion, just to name a few. Progress in this emerging sub-field of research has been hampered by the lack of a widely accepted definition of emotion belief able to capture all of these dimensions. Correspondingly, there has been a proliferation of different terminologies, constructs, and measures. The present review aims to address these obstacles by defining emotion belief, and subsequently re-considering existing constructs and measures that align with this definition. The latter is presented in the form of a comprehensive compendium of 21 different constructs and associated self-report measures that assess varying components of one’s beliefs about emotions in general and/or about their own emotions, and an additional 5 scales that were designed to measure one’s beliefs about another’s emotions. From the more unified conceptualization of emotion belief presented here, critical areas of future research are highlighted.

IntroductionBeliefs about the consequences of stress, stress mindsets, are associated with health and performance outcomes under stress. This article reports the development and examination of the psychometric properties of a measure of stress mindset: The Stress Control Mindset Measure (SCMM). The measure is consistent with theory on mindsets about self-attributes and conceptualizes stress mindset as the extent to which individuals endorse beliefs that stress can be enhancing.MethodsThe study adopted a correlational cross-sectional survey design in two student samples. Undergraduate students from an Australian university (Sample 1, N = 218) and a UK university (Sample 2, N = 214) completed the SCMM and measures of health and well-being outcomes.ResultsConfirmatory factor analyses supported a four-factor structure and strict measurement invariance across samples (ΔCFI

Here we evaluate the potential for growth mindset interventions (that teach students that intellectual abilities can be developed) to inspire adolescents to be "learners"-that is, to seek out challenging learning experiences. In a previous analysis, the U.S. National Study of Learning Mindsets (NSLM) showed that a growth mindset could improve the grades of lower-achieving adolescents, and, in an exploratory analysis, increase enrollment in advanced math courses across achievement levels. Yet, the importance of being a "learner" in today's global economy requires clarification and replication of potential challenge-seeking effects, as well as an investigation of the school affordances that make intervention effects on challenge-seeking possible. To this end, the present article presents new analyses of the U.S. NSLM (N = 14,472) to (a) validate a standardized, behavioral measure of challenge-seeking (the "make-a-math worksheet" task), and (b) show that the growth mindset treatment increased challenge-seeking on this task. Second, a new experiment conducted with nearly all schools in 2 counties in Norway, the U-say experiment (N = 6,541), replicated the effects of the growth mindset intervention on the behavioral challenge-seeking task and on increased advanced math course-enrollment rates. Treated students took (and subsequently passed) advanced math at a higher rate. Critically, the U-say experiment provided the first direct evidence that a structural factor-school policies governing when and how students opt in to advanced math-can afford students the possibility of profiting from a growth mindset intervention or not. These results highlight the importance of motivational research that goes beyond grades or performance alone and focuses on challenge-seeking. The findings also call attention to the affordances of school contexts that interact with student motivation to promote better achievement and economic trajectories. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

This paper examines how consumers' body satisfaction, beliefs about the malleability of their appearance, and incidental comparisons with upward vs. lateral social media influencers interact to affect the type of consumption behaviors they engage in. Based on propositions of the compensatory consumption behavior (CCB) model and the social comparison theory, this study employs an online experiment with a 2 (social comparison: upward/lateral) × 2 (body satisfaction: low/high) × 2 (implicit theory: entity/incremental) × 2 (product type: head- and body-related) mixed-factorial design among a sample of 192 women (19–35 years). The appearance of the influencers was manipulated (upward: thinner, primped models; lateral: average weight, natural models), as were the products being advertised, whereas body satisfaction and consumers' implicit theory were measured. The results indicated that consumers were more persuaded to purchase products from lateral compared to upward influencers. Further, lateral influencers were more persuasive for head-related (vs. body-related) products, whereas upward influencers were more successful in promoting body-related (vs. head-related) products. A significant (p < 0.05) interaction between body satisfaction, implicit theory of appearance, and product type also emerged, supporting the proposals of the CCB model on how consumption behaviors are affected by felt discrepancies. These findings indicate that marketers can access more effective marketing results by collaborating with influencers that have a similar appearance to that of their target audience. [ABSTRACT FROM AUTHOR]

People who believe that their socioeconomic status (SES) can be changed—with growth mindset or incremental implicit theory of SES—tend to have better psychological well‐being. Nevertheless, it remains unclear on why growth mindset of SES benefits well‐being. The present research aims to answer this question by investigating the longitudinal associations between mindset of SES and well‐being (i.e. depression and anxiety) and a potential mechanism (i.e. self‐esteem). We recruited 600 adults in Guangzhou, China, as participants in this study. Participants completed a list of questionnaires containing measures of mindset of SES, self‐esteem, depression, and anxiety at three time points over the course of 18 months. The cross‐lagged panel model showed that individuals holding a growth mindset of SES reported significantly lower depression and anxiety 1 year later, but the effect was not sustained later. More importantly, self‐esteem accounted for the associations of mindset of SES with both depression and anxiety, such that individuals with growth mindset of SES had higher self‐esteem, and in turn, demonstrated lower depression and anxiety over 18 months. These findings deepen the understanding of the salutary effects of implicit theories of SES on psychological well‐being. Implications for future research and mindset‐related interventions are discussed. [ABSTRACT FROM AUTHOR]

The study focuses on teachers' beliefs regarding the malleability of their teaching ability. It examines the relationships among teachers' growth mindset, flow, critically reflective behavior (CRB) and burnout. Whereas educational studies tend to focus more on teachers' behaviors rather than on their beliefs and feelings, the current study aims to deepen our understanding of the latter. Responses from 281 teachers to online questionnaires provided support to the majority of the research hypotheses. Teachers with a growth mindset were more likely to experience flow, practice CRB and feel less burnout. Moreover, the relationship between teachers' growth mindset and burnout was fully mediated by both flow and CRB, and flow partially mediated the growth mindset-CRB relationship. The findings imply that teachers with a growth mindset tend to experience higher levels of flow, practice more CRB and feel less burnout, suggesting that flow and CRB may explain these connections. The study contributes to the literature on teachers' mindsets and their professional behavior, and offers several implications to the theory and practice of teachers' professional development. [ABSTRACT FROM AUTHOR]

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The main goal of the current study is to examine differences across perfectionists’ profiles regarding implicit theories of intelligence, morality, and the world. The sample included 202 Russian students, age-range 18-24 (M = 19.62, SD = 1.15), 40% male. Short Almost Perfect Scale and Implicit Theories of Intelligence, Morality, and the World Questionnaire was used for data collection. Correlation and regression analysis, latent profile analysis, and the Student’s t-test were conducted. The study results show that adaptive perfectionists tend to hold the entity theory about the world and the incremental theory of intelligence. The world for them is a structured place with fixed rules in which they can improve their cognitive skills, correct mistakes and grow up in experiences. Maladaptive perfectionists tend to hold only the entity theory of morality, so they believe in rigid moral principles. Non-perfectionists tend to hold the entity theory of intelligence and incremental theory of morality and the world. They believe that intelligence has limits, the world is a chaotic and unexpected place and morality is fluid and unstable. The findings are presented in the context of defining the differences between three types of perfectionists in terms of their views on the ability to modify cognitive capabilities, moral principles, and the world in general.

Research on pre service teachers' thinking about reading is relevant due to the reading comprehension problems in our country. Therefore, the aim of this paper is to describe the implicit theories of reading comprehension of a group of students enrolled in a BA program in English Language Teaching. The scale of implicit theories of reading comprehension was used with a quantitative, descriptive approach. Three implicit theories were identified: critical receptive, sourcing, and literary. most participants hold the critical receptive implicit theory, which focuses on ideological critique and inferring implicit messages. A smaller group holds the rhetorical implicit theory, which focuses on evaluating and contrasting sources and is highly functional for college reading. The literary implicit theory is held by a small minority. These findings suggest that pre-service teachers in the target context need better training in rhetorical and literary reading. [ABSTRACT FROM AUTHOR]

People hold divergent beliefs regarding the controllability of their emotions. These beliefs can refer to emotion, in general, or to a particular emotion. But are beliefs about particular emotions distinct and emotion-specific or do they capture one general construct? To address this question, in this investigation, we tested the emotion-specificity of such beliefs. In Study 1 (N = 244), we assessed beliefs about the ability to control sadness, anger, and disgust, cross-sectionally. Beliefs about the ability to control specific emotions were associated but psychometrically distinct. As expected, beliefs about the ability to control a specific emotion were largely associated with experiences of that emotion at both the trait and state levels, although there was some overlap. In Study 2 (N = 157), we tested beliefs about the ability to control sadness and irritation in daily life, over 7 daily diaries. As expected, beliefs about the ability to control a specific emotion were associated with the respective trait emotion, and prospectively and differentially predicted experiences of that emotion in daily life. These findings demonstrate that although there is some commonality across them, beliefs about the ability to control particular emotions are emotion-specific. Accordingly, to better understand the experience and regulation of specific emotions, it may be useful to assess beliefs about the controllability of those emotions, in particular. [ABSTRACT FROM AUTHOR]

We live in a time of disappearing professions, pandemic-related upheaval, and growing social inequality. While recognizing that good opportunities are unequally distributed in society (an injustice that requires rectification), can beliefs about the nature and workings of opportunities help people see the door to their goals as more open than closed, and can these beliefs influence the likelihood of goal attainment? Seven studies (N = 1,031) examined people's beliefs about whether or not opportunities can be changed (growth vs. fixed theory of opportunity). In Studies 1a–4, participants responded to scenarios about competent people (or themselves) with challenging, long-term aspirations. When opportunities were available, both theories predicted high expectations for success and a preference for active strategies to pursue the goal, like being persistent. By contrast, when opportunities seemed unavailable, a stronger fixed theory predicted lower expectations for success and a preference for passive strategies, like simply waiting. We also established the implicit theories' causal role and demonstrated processes explaining how a growth theory leads to higher anticipated success. The final two studies examined unemployed people. In Study 5, those with a stronger growth theory chose to engage more in a task about cultivating new opportunities for employment. Study 6 showed that those with a stronger growth theory were more likely to report securing employment 5 months later, even when controlling for motivation-relevant variables, education, and socioeconomic status. They also engaged in more active job-search strategies. These studies offer a novel perspective on when, how, and why people initiate and maintain goal pursuit. [ABSTRACT FROM AUTHOR]

This research investigates the effect of using relationship (breakup) reminders in advertising on click‐through rates. While previous research has found that relationship reminders may backfire when consumers lack or no longer have certain social relationships (e.g., close friends, family, or a romantic partner), the authors propose that ad messages encouraging consumers after a relationship breakup, as compared with simply reminding them of a current relationship, will increase consumer perceptions of social support from a brand. This is because consumers may find readily available social support from a brand when coping with a relationship breakup. This, in turn, will pique their interest in the brand and prompt them to seek more information. Across two experimental studies, the results show that consumers who are exposed to ad messages encouraging them after a relationship breakup (vs. reminding them of a current relationship) feel greater social support, leading to higher click‐through rates. Furthermore, this effect is moderated by destiny beliefs. These findings contribute to the implicit theories of relationships and the consumer–brand relationship literature by demonstrating how destiny beliefs are important to understanding consumer responses to advertisements utilizing relationship (breakup) messages. Furthermore, the findings can benefit marketers when designing relationship reminders in online advertising. [ABSTRACT FROM AUTHOR]

Considering the facilitative role of corrective feedback in language learning, the impact of learners’ noticing on its effectiveness, and the significant contributions of individual attributes in learners’ noticing the corrective feedback, this study is designed to examine how learners’ implicit theories of intelligence (Mindset), an individual attribute, predict their preferences for oral corrective feedback (henceforth, OCF). A total of 143 Iranian EFL learners participated in the study. The participants were assigned to groups of fixed mindset (N=26) and growth mindset (N=26) based on their scores on Language Mindset Inventory (LMI) scale. The data obtained from the questionnaires were analyzed quantitatively. The results indicated that there were significant differences between the fixed-mindset and the growth-mindset groups in their beliefs toward some aspects of OCF. All in all, it can be claimed that language mindset (henceforth, LM) has a significant role in EFL learners’ beliefs about OCF. Pedagogical implications for considering learners’ LM in providing OCF are also discussed.

It is important to understand factors that make one more or less vulnerable to the harmful effects of social threat. This study focuses on the role of implicit theories (also referred to as mindsets) in shaping responses to a potent form of social threat, namely social-evaluative threat (SET). 124 individuals participated in an experimental study in which they were induced to have an incremental theory or an entity theory about their social skills. Next, they were exposed to SET in the laboratory. Psychological and physiological responses were assessed including social self-esteem, rumination, spontaneous mentions of concerns about one's social skills, and heart-rate variability. Compared to those induced to have entity theories, those induced to have incremental theories were buffered from the typical harmful effects of SET on social self-esteem, rumination, and concerns about their social skills. The association between implicit theories and heart-rate variability fell just short of significance. [ABSTRACT FROM AUTHOR]