Skip to main content
Book cover

Efficacy, Agency, and Self-Esteem pp 197–216Cite as

Implicit Theories of Intelligence

Reconsidering the Role of Confidence in Achievement Motivation

  • Chapter

Part of the The Springer Series in Social Clinical Psychology book series (SSSC)

Abstract

Self-confidence and its related constructs are among the most widely researched variables in the literature on achievement. However, findings on the link between self-confidence and achievement are not consistent. While some researchers have found significant correlations between self-confidence about one’s intellectual ability and achievement outcomes (e.g., Brookover & Passalacqua, 1981; J. G. Jones & Grieneeks, 1970; Marsh, 1984; Shavelson & Bolus, 1982; Shell, Murphy, & Bruning, 1989; for a review, see Hattie, 1992), others find only weak associations between the two variables (for a meta-analysis, see Hansford & Hattie, 1982).

Keywords

  • Junior High School
  • Intellectual Ability
  • Implicit Theory
  • Achievement Motivation
  • Entity Theorist

These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

This is a preview of subscription content, access via your institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • DOI: 10.1007/978-1-4899-1280-0_10
  • Chapter length: 20 pages
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
eBook
USD   119.00
Price excludes VAT (USA)
  • ISBN: 978-1-4899-1280-0
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
Softcover Book
USD   159.99
Price excludes VAT (USA)
Hardcover Book
USD   169.99
Price excludes VAT (USA)
Learn about institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Abramson, L. Y., Seligman, M. E. P., & Teasdale, J. D. (1978). Learned helplessness in humans: Critique and reformulation. Journal of Abnormal Psychology, 87, 49–74.

    PubMed  CrossRef  Google Scholar 

  • Bandura, M. M., & Dweck, C. S. (1985). The relationship of conceptions of intelligence and achievement goals to achievement-related cognition, affect and behavior. Unpublished manuscript. Cambridge: Harvard University.

    Google Scholar 

  • Beck, A. T. (1967). Depression: Clinical, experimental, and theoretical aspects. New York: Harper & Row.

    Google Scholar 

  • Bergen, R. S. (1991). Beliefs about intelligence and achievement related behaviors. Unpublished doctoral dissertation. Urbana: University of Illinois.

    Google Scholar 

  • Bock, M., & Klinger, E. (1986). Interaction of emotion and cognition in word recall. Psychological Research, 48, 99–106.

    CrossRef  Google Scholar 

  • Boyum, L. A. (1988). Students’ conceptions of their intelligence: Impact on academic course choice. Unpublished master’s thesis. Urbana: University of Illinois.

    Google Scholar 

  • Brookover, W. B., & Passalacqua, J. (1981). Comparison of aggregate self-concepts for populations with different reference groups. In M. D. Lynch, A. A. Norem-Hebeisen, & K. J. Gergen (Eds.), Self-concept: Advances in theory and research (pp. 283–294). Cambridge: Ballinger.

    Google Scholar 

  • Brophy, J. E., & Evertson, C. M. (1976). Learning from teaching: A developmental perspective. Boston: Allyn & Bacon.

    Google Scholar 

  • Chiu, C., & Dweck, C. S. (1994). A meaning-action system approach to justice and moral beliefs, (submitted).

    Google Scholar 

  • Chiu, C., Hong, Y., & Dweck, C. S. (1992). Reliability and validity of the implicit theories measures. Unpublished raw data.

    Google Scholar 

  • Diener, C. I., & Dweck, C. S. (1978). An analysis of learned helplessness: Continuous changes in performance, strategy and achievement cognitions following failure. Journal of Personality and Social Psychology, 36, 451–462.

    CrossRef  Google Scholar 

  • Diener, C. I., & Dweck, C. S. (1980). An analysis of learned helplessness. II. The processing of success. Journal of Personality and Social Psychology, 39, 940–952.

    PubMed  CrossRef  Google Scholar 

  • Dweck, C. S. (1975). The role of expectations and attributions in the alleviation of learned helplessness. Journal of Personality and Social Psychology, 31, 674–685.

    CrossRef  Google Scholar 

  • Dweck, C. S. (1991). Self-theories and goals: Their role in motivation, personality, and development. In R. Dienstbier (Ed.), Nebraska symposium on motivation, 1990, Vol. 38 (pp. 199–235). Lincoln: University of Nebraska Press.

    Google Scholar 

  • Dweck, S. C., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256–273.

    CrossRef  Google Scholar 

  • Dweck, C. S., Tenney, Y., & Dinces, N. (1982). [Implicit theories of intelligence as determinants of achievement goal choice.] Unpublished raw data.

    Google Scholar 

  • Eccles, J. S., & Midgley, C. (1989). Stage/environment fit: Developmentally appropriate classrooms for early adolescents. In R. Ames & C. Ames (Eds.), Research on motivation in education, Vol. 3 (pp. 139–186). San Diego: Academic Press.

    Google Scholar 

  • Eccles, J. S., Midgley, C., & Adler, T. (1984). Grade-related changes in the school environment: Effects on achievement motivation. In J. G. Nicholls (Ed.), The development of achievement motivation (pp. 283–331). Greenwich, CT: JAI Press.

    Google Scholar 

  • Epstein, S. (1992). Coping ability, negative self-evaluation, and overgeneralization: Experiment and theory. Journal of Personality and Social Psychology, 62, 826–836.

    PubMed  CrossRef  Google Scholar 

  • Flowers, J. V. (1991). A behavioral method of increasing self-confidence in elementary school children: Treatment and modeling results. British Journal of Educational Psychology, 61, 13–18.

    CrossRef  Google Scholar 

  • Greenwald, A. G. (1980). The totalitarian ego: Fabrication and revision of personal history. American Psychologist, 35, 603–618.

    CrossRef  Google Scholar 

  • Hansford, B. C., & Hattie, J. A. (1982). The relationship between self and achievement/performance measures. Review of Educational Research, 52, 123–142.

    CrossRef  Google Scholar 

  • Hattie, J. (1992). Self-concept. Hillsdale, NJ: Erlbaum Associates.

    Google Scholar 

  • Heider, F. (1958). The psychology of interpersonal relations. New York: John Wiley.

    CrossRef  Google Scholar 

  • Henderson, V., & Dweck, C. S. (1991). Motivation and achievement. In S. Feldman & G. Elliott (Eds.), At the threshold: Adolescent development. Cambridge: Harvard University Press.

    Google Scholar 

  • Henderson, V., Dweck, C. S., & Chiu, C. (1992). A measure of implicit theories of intelligence. Unpublished manuscript. New York: Columbia University.

    Google Scholar 

  • Heyman, G. D., & Dweck, C. S. (1992). Achievement goals and intrinsic motivation: Their relation and their role in adaptive motivation. Motivation and Emotion, 16, 231–247.

    CrossRef  Google Scholar 

  • Higgins, E. T. (1990). Personality, social psychology, and person-situation relations: Standards and knowledge activation as a common language. In L. A. Pervin (Ed.), Handbook of personality: Theory and research (pp. 301–338). New York: Guilford Press.

    Google Scholar 

  • Higgins, E. T., Rholes, W. S., & Jones, C. R. (1977). Category accessibility and impression formation. Journal of Experimental Social Psychology, 13, 141–154.

    CrossRef  Google Scholar 

  • Hong, Y., & Dweck, C. S. (1993). Implicit theories of intelligence as predictors of achievement standards. Unpublished raw data.

    Google Scholar 

  • Hong, Y., & Dweck, C. S. (1994). A test of implicit theory and self-confidence as predictors of self-inferences after failure, (submitted).

    Google Scholar 

  • Jensen, A. R. (1979). g: Outmoded theory or unconquered frontier? Creative Science and Technology, 2, 16–29.

    Google Scholar 

  • Jones, E. E., & Cutler, A. D. (1993). Theories of intelligence and ability attribution. Unpublished manuscript. Princeton, NJ: Princeton University.

    Google Scholar 

  • Jones, J. G., & Grieneeks, L. (1970). Measures of self perceptions as predictors of scholastic achievement. Journal of Educational Research, 63, 201–203.

    Google Scholar 

  • Jung, C. G., & Riklin, F. (1904/1973). The associations of normal subjects (L. Stein & D. Riviere, translators). In H. Read, M. Fordham, G. Adler, & W. McGuire (Eds.), Experimental researches—The collected works of C.G. Jung, Vol. 2 (pp. 3–196). Princeton, NJ: Princeton University Press.

    Google Scholar 

  • Kelly, G. A. (1963). A theory of personality: The psychology of personal constructs. New York: Norton.

    Google Scholar 

  • Kernis, M. H., Brockner, J., & Frankel, B. S. (1989). Self-esteem and reactions to failure: The mediating roles of overgeneralization. Journal of Personality and Social Psychology, 57, 707–714.

    CrossRef  Google Scholar 

  • Kernis, M. H., Grannemann, B. D., & Barclay, L. C. (1989). Stability and level of self-esteem as predictors of anger arousal and hostility. Journal of Personality and Social Psychology, 56, 1013–1022.

    PubMed  CrossRef  Google Scholar 

  • Kernis, M. H., Grannemann, B. D., & Mathis, L. C. (1991). Stability of self-esteem as a moderator of the relation between level of self-esteem and depression. Journal of Personality and Social Psychology, 61, 80–84.

    PubMed  CrossRef  Google Scholar 

  • Kunda, Z. (1987). Motivated inference: Self-serving generation and evaluation of causal theories. Journal of Personality and Social Psychology, 53, 636–647.

    CrossRef  Google Scholar 

  • Leggett, E. L. (1985). Children’s entity and incremental theories of intelligence: Relationships to achievement behavior. Paper presented at the annual meeting of the Eastern Psychological Association, Boston, March 1985.

    Google Scholar 

  • MacGyvers, V. L., & Dweck, C. S. (1994). Responses to the early adolescent transition: A test of a theoretical model of motivation, (submitted).

    Google Scholar 

  • Markus, H. (1977). Self-schemata and processing information about the self. Journal of Personality and Social Psychology, 35, 63–78.

    CrossRef  Google Scholar 

  • Markus, H., & Kunda, Z. (1986). Stability and malleability of the self-concept. Journal of Personality and Social Psychology, 51, 858–866.

    PubMed  CrossRef  Google Scholar 

  • Marsh, H. W. (1984). Self-concept: The application of a frame of reference model to explain paradoxical results. Australian Journal of Education, 28, 165–181.

    Google Scholar 

  • Maxwell, S. E., & Delaney, H. D. (1993). Bivariate median splits and spurious statistical significance. Psychological Bulletin, 113, 181–190.

    CrossRef  Google Scholar 

  • Midgley, C., & Feldlaufer, H. (1987). Students’ and teachers’ decision making fit before and after the transition to junior high school. Journal of Early Adolescence, 7, 225–241.

    CrossRef  Google Scholar 

  • Murphy, G. L., & Medin, D. L. (1985). The role of theories in conceptual coherence. Psychological Review, 92, 289–316.

    PubMed  CrossRef  Google Scholar 

  • Neemann, J., & Harter, S. (1986). Manual for the self-perception profile for college students. Unpublished manuscript. Denver: University of Denver.

    Google Scholar 

  • Pelham, B. W., & Swann, W. B. (1989). From self-conceptions to self-worth: On the sources and structure of global self-esteem. Journal of Personality and Social Psychology, 57, 672–680.

    PubMed  CrossRef  Google Scholar 

  • Piaget, J. (1972). The psychology of intelligence. Totowa, NJ: Littlefield Adams.

    Google Scholar 

  • Purkey, W. W. (1970). Self-concept and school achievement. Englewood Cliffs, NJ: Prentice-Hall.

    Google Scholar 

  • Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton University Press.

    Google Scholar 

  • Rosenberg, M. (1986). Self-concept from middle childhood through adolescence. In J. Suls & A. G. Greenwald (Eds.), Psychological perspectives on the self, Vol. 3 (pp. 107–136). Hills-dale, NJ: Erlbaum Associates.

    Google Scholar 

  • Ross, M. (1989). Relation of implicit theories to the construction of personal histories. Psychological Review, 96, 341–357.

    CrossRef  Google Scholar 

  • Scheirer, M. A., & Kraut, R. E. (1979). Increasing educational achievement via self concept change. Review of Educational Research, 49, 131–150.

    CrossRef  Google Scholar 

  • Shavelson, R. J., & Bolus, R. (1982). Self-concept: The interplay of theory and methods. Journal of Educational Psychology, 74, 3–17.

    CrossRef  Google Scholar 

  • Shell, D. F., Murphy, C. C., & Bruning, R. H. (1989). Self-efficacy and outcome expectancy mechanisms in reading and writing achievement. Journal of Educational Psychology, 81, 91–100.

    CrossRef  Google Scholar 

  • Skaalvik, E. M., & Hagtvet, K. A. (1990). Academic achievement and self-concept: An analysis of causal predominance in a developmental perspective. Journal of Personality and Social Psychology, 58, 292–307.

    CrossRef  Google Scholar 

  • Swann, W. B., Pelham, B. W., & Krull, D. S. (1989). Agreeable fancy or disagreeable truth? Reconciling self-enhancement and self-verification. Journal of Personality and Social Psychology, 57, 782–791.

    PubMed  CrossRef  Google Scholar 

  • Tesser, A. (1988). Toward a self-evaluation maintenance model of social behavior. In L. Berkowitz (Ed.), Advances in experimental social psychology, Vol. 21 (pp. 181–227). San Diego: Academic Press.

    Google Scholar 

  • Tesser, A., Pilkington, C. J., & McIntosh, W. D. (1989). Self-evaluation maintenance and the mediational role of emotion: The perception of friends and strangers. Journal of Personality and Social Psychology, 57, 442–456.

    PubMed  CrossRef  Google Scholar 

  • Weiner, B. (1985). Human motivation. New York: Springer-Verlag.

    CrossRef  Google Scholar 

  • Wittenbrink, B., Gist, P. L., & Hilton, J. L. (1993). The perceiver as alchemist: Conceptualization stereotypes as theories. Paper presented at the Fifth Annual Convention of the American Psychological Society, Chicago, June 1993.

    Google Scholar 

  • Zhao, W., & Dweck, C. S. (1994). Implicit theories and vulnerability to depression-like responses, (submitted).

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Division of Social Science, Hong Kong University of Science and Technology, Hong Kong

    Ying-yi Hong

  2. Department of Psychology, Hong Kong University, Hong Kong

    Chi-yue Chiu

  3. Department of Psychology, Columbia University, New York, New York, 10027, USA

    Carol S. Dweck

Authors
  1. Ying-yi Hong
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Chi-yue Chiu
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Carol S. Dweck
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. University of Georgia, Athens, Georgia, USA

    Michael H. Kernis

Rights and permissions

Reprints and Permissions

Copyright information

© 1995 Springer Science+Business Media New York

About this chapter

Cite this chapter

Hong, Yy., Chiu, Cy., Dweck, C.S. (1995). Implicit Theories of Intelligence. In: Kernis, M.H. (eds) Efficacy, Agency, and Self-Esteem. The Springer Series in Social Clinical Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-1280-0_10

Download citation

  • DOI: https://doi.org/10.1007/978-1-4899-1280-0_10

  • Publisher Name: Springer, Boston, MA

  • Print ISBN: 978-1-4899-1282-4

  • Online ISBN: 978-1-4899-1280-0

  • eBook Packages: Springer Book Archive