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Helpful but insufficient: Incremental theory on challenge-confronting tendencies for students who fear being laughed at

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Abstract

Previous studies have demonstrated that endorsing an incremental theory of intelligence is helpful in motivating students to confront challenges. We used a survey to examine whether this theory could predict greater challenge-confronting tendencies for students with relatively high gelotophobia (i.e., the fear of being laughed at) and explore the possible underlying processes. A total of 264 senior high school students completed the measures of gelotophobia, implicit theories of intelligence, challenge-confronting tendencies, perceived value and feelings of being threatened in confronting challenges, and their self-perceived general ability. The results showed that endorsing an incremental theory predicted greater perceived value in confronting challenges and stronger challenge-confronting tendencies for students with relatively low gelotophobia. However, for those with relatively high gelotophobia, although this theory also predicted greater perceived value in confronting challenges, it was unrelated to challenge-confronting tendencies. Thus, endorsing an incremental theory is helpful but insufficient in motivating high gelotophobia students to exhibit stronger challenge-confronting tendencies.

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Notes

  1. The analysis of mediated moderation pattern is different from a normal mediation or moderation pattern. According to Muller et al. (2005), the mediation question focuses on the intervening mechanism that produces a treatment effect on an outcome. The moderation question focuses on factors that affect the magnitude of the treatment effect on an outcome. However, the mediated moderation question focuses on the intervening mechanism that produces a moderating effect. That is, how the moderating effect of a factor on the relationship between a treatment and an outcome is produced? Mediated moderation may be produced in either (or both) of two ways (Muller et al., 2005, p. 858). Our data supported the first mediated moderation pattern that the moderating effect of GEL on the relationship between IT and CCT (Model 1) is mediated by the main effect of IT on PV (Model 2) and the moderating effect of GEL on the relationship between PV and CCT (Model 3). In addition, the moderating effect of GEL (Model 1) is also likely to be mediated by the moderating effect of GEL on the relationship between IT and PV (Model 2) and the main effect of PV on CCT (Model 3). This mediated moderation pattern should be supported by the combination of two other significant paths (i.e., the IT × GEL interaction on PV in Model 2 and the main effect of PV on CCT in Model 3). However, the IT × GEL interaction on PV in Model 2 was insignificant in our data.

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Acknowledgments

This research is mainly supported by the National Science Council, Taiwan, R.O.C. under Grant no. NSC 100-2410-H-364-007-MY2. This research is also partially supported by the “Aim for the Top University Project” of National Taiwan Normal University (NTNU), sponsored by the Ministry of Education, Taiwan, R.O.C.

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Authors and Affiliations

  1. Center for Teacher Education, National Tsing Hua University, Taiwan, 101, Sec. 2. Kuang Fu Road, Hsinchu, 30013, Taiwan, Republic of China

    Cheng-Hong Liu

  2. Department of Psychology and Social Work, National Defense University, Taipei, Taiwan, Republic of China

    Fa-Chung Chiu

  3. Department of Educational Psychology and Counseling, National Taiwan Normal University, Taipei, Taiwan, Republic of China

    Hsueh-Chih Chen

  4. Department of Applied Psychology, Hsuan Chuang University, Hsinchu, Taiwan, Republic of China

    Ching-Yi Lin

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  1. Cheng-Hong Liu
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  3. Hsueh-Chih Chen
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  4. Ching-Yi Lin
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Correspondence to Cheng-Hong Liu.

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Liu, CH., Chiu, FC., Chen, HC. et al. Helpful but insufficient: Incremental theory on challenge-confronting tendencies for students who fear being laughed at. Motiv Emot 38, 367–377 (2014). https://doi.org/10.1007/s11031-013-9386-x

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