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Title:Beliefs about intelligence and achievement-related behaviors
Author(s):Bergen, Randall Scott
Doctoral Committee Chair(s):Dweck, Carol S.
Department / Program:Psychology, Social
Psychology, Personality
Discipline:Psychology, Social
Psychology, Personality
Degree Granting Institution:University of Illinois at Urbana-Champaign
Subject(s):Psychology, Social
Psychology, Personality
Abstract:Dweck & Leggett (1988) hypothesized that people's "theories" of intelligence (beliefs about the degree to which intelligence can be increased) make them vulnerable to helpless or mastery-oriented behavior following failure. I hypothesized that "generality beliefs" (beliefs about the degree to which intelligence is generally instrumental for achieving goals) would influence the intensity and scope of reactions to failure. Results of two studies supported the hypotheses. Students who believed intelligence was unchangeable but generally instrumental tended to perform better than others before and after an intellectual failure, but withdrew and showed defensive tendencies in the face of prolonged failure. Students who believed intelligence could be changed and that it was generally instrumental showed greater persistence in the face of prolonged failure. Students who believed intelligence had a narrow influence in life showed relatively neutral reactions. Implications for current attribution models of achievement-related behaviors are discussed.
Issue Date:1991
Rights Information:Copyright 1991 Bergen, Randall Scott
Date Available in IDEALS:2011-05-07
Identifier in Online Catalog:AAI9210743
OCLC Identifier:(UMI)AAI9210743

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