Motivation and Emotion

, Volume 40, Issue 6, pp 878–894 | Cite as

Mediation models of implicit theories and achievement goals predict planning and withdrawal after failure

  • Patricia A. Smiley
  • Katherine V. Buttitta
  • Samuel Y. Chung
  • Valeska X. Dubon
  • Lillian K. Chang
Original Paper

Abstract

Dweck posits that implicit theories of intelligence provide a meaning system that organizes goal-based patterns of response in achievement situations. Goals of increasing competence or demonstrating competence provide purposes for engaging in achievement tasks and frameworks for interpreting and responding to outcomes. Despite suggestions that within an implicit theory framework, attributions and emotions should mediate associations between goals and post-failure responses, such models have rarely been explicitly tested. We obtained questionnaire data from college students (N = 261) on implicit theories, goals, and attributions, as well as emotions and behavior after a hypothetical failure. Path analysis showed that learning goal and effort attribution mediated the association between incremental theory and post-failure intention to plan remedial action. Theory-consistent indirect effects that predicted intention to withdraw were also identified. Findings provide support for Dweck’s theory and extend our understanding of the roles of goals, attributions, and emotions in explaining responses to achievement setbacks.

Keywords

Achievement motivation Implicit theories Goals Attributions Achievement emotions 

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Copyright information

© Springer Science+Business Media New York 2016

Authors and Affiliations

  • Patricia A. Smiley
    • 1
  • Katherine V. Buttitta
    • 2
  • Samuel Y. Chung
    • 1
  • Valeska X. Dubon
    • 2
  • Lillian K. Chang
    • 2
  1. 1.Department of PsychologyPomona CollegeClaremontUSA
  2. 2.Division of Behavioral and Organizational SciencesClaremont Graduate UniversityClaremontUSA

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